Appropriate Accommodations and Modifications of Regular-Classroom Program -- Grades K-3

___Allow more time (__50% more; __100% more) for completion of tasks
___Allow frequent breaks; vary activities often (every 15-30 minutes)
___Eliminate or limit timed tasks to skills and knowledge the student has mastered

___Use preferential seating (e.g., in the front, close to the teacher, or close to peer-tutor)
___Seat child near natural light; reduce exposure to fluorescent lighting
___Use frequent positive reinforcement, rewarding effort and persistence (e.g., ?Good job,? a smile, a pat on the back, a smiley face on a paper, etc.)
___Use colored overlays of child?s choice, if helpful, to cut-down on glare (often useful are smoky, blue-gray, pink, yellow, red)
___Give child a number-line and alphabet-strip on his/her desk to use as a reference to correctly form letters and numbers
___Have child keep a list of key words (e.g., bed, pet, quick, good), which contain letters s/he reverses, to use as a reference when writing
___Place a piece of green tape on the left edge of child?s desk to remind him/her to begin work at the left
___Allow use of a ?word window? (a card with a hole which has been cut-out to approximate the size of the words in the text), when reading

Presentation of Subject Matter:
___Use multisensory teaching (see, say, write in the air, trace with pencil)
___Use manipulatives to make learning more concrete
___Provide visual cues (e.g., charts, pictures, graphs)
___Use xerox copies, rather than dittos; many children have difficulty reading blue/purple print
___Avoid using fluorescent or glossy paper
___Provide adequate space to separate lines of text
___Use papers of different colors for different worksheets and/or handouts
___Simplify directions, making them more step-by-step in format
___Number sentences in directions
___Provide a box or line to the left of each direction or step, for check-off as completed
___Highlight or underline the verbs in directions (e.g., Add numbers; Circle the correct answer)
___Provide pictures or illustrations/diagrams of individual steps in the activity
___Teach new vocabulary words at the beginning of the activity
___Explain why the activity is being done; relating the activity to things that are done in the world outside the classroom (so the child understands the value of the learning, and does not consider it ?busy work?)

___Modify spelling assignments: (a) use regular class list to develop meaning; (b) use words from child?s structured, synthetic phonics reading program to promote learning to spell the same patterns s/he is learning to read
___Use cooperative learning where a peer or parent reads text selections or math story problems to the child and child answers questions
___Reduce paper and pencil tasks by 50%
___Read directions and/or worksheets to child; have child paraphrase to check comprehension
___Use taped stories where child follows along with the book (for voice-print match; learning of high-frequency words)
___Use taped textbooks and taped assignments, as needed
___Avoid having child read and/or spell aloud in front of the class unless child volunteers
___Cue child, when necessary
___Reduce length and/or modify method of completing assignments, including homework (fewer questions or problems; book report on tape)
___Provide graph paper (large block) for math work
___Mark place on page where child is to start assignment, using tape/magic-marker/highlighter
___Permit child to choose cursive or manuscript writing
___Point out (highlight or circle) reversals and transpositions for correction (but do not count as wrong)
___Provide copies of transparencies and assignments presented on blackboard; do not require the child to copy
___Require student to ?proofread? aloud (or in a whisper) all written work
___Give ?high motivation? writing assignments (e.g., letter to a friend; list of things s/he would need for camping, etc.)

Testing Adaptations:
___Use oral testing
___Use reduced reading-level tests
___Lengthen time for completion
___Replace tests with oral reports and/or projects
___Provide practice tests when possible
___Use spelling words that test knowledge of specific features (e.g., CVC; CVCe) rather than subject matter or typical vocabulary
___Have child spell orally, and accept as correct if it is correct, any misspelled written words before assigning a grade

___Give credit for projects
___Give credit for class participation
___Reduce weight of written tests
___Provide more multiple-choice tests
___Grade for content, not spelling