Aids and Services

Pacing of Instruction

• Extended time requirements

• Vary activity often

• Allow breaks

• Omit assignments requiring copying in timed situations

• Send an additional copy of the text home for summer preview

• Provide a home set of materials for preview or review

Presentation of Subject Matter

Teach to the student’s learning style/strength intelligences:

• Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Naturalist, Bodily/Kinesthetic, Musical, Interpersonal, Intrapersonal

• Use active, experiential learning

• Use specialized curriculum

• Record class lectures and discussions to replay later

• Use American Sign Language and/or total communication

• Provide prewritten notes, an outline, or an organizer (e.g., mind map)

• Provide a copy of a classmate’s notes (e.g., use NCR paper, photocopy)

• Use functional and meaningful application of academic skills

• Present demonstrations and models

• Use manipulatives and real objects in mathematics

• Highlight critical information and main ideas

• Pre-teach vocabulary

• Make and use vocabulary files, or provide vocabulary lists

• Reduce the language level of the reading assignment

• Use facilitated communication

• Use visual organizers/sequences

• Use paired reading/writing

• Reduce seat time in class or activities

• Use diaries or learning logs

• Reword/rephrase instructions and questions

• Preview and review major concepts in primary language

Materials

• Limit amount of material on a page

• Record text and other class materials

• Use study guides and advanced organizers

• Use supplementary materials

• Provide note-taking assistance

• Copy class notes

• Scan tests and class notes into computer

• Use large print

• Use Braille material

• Use communication book or board

• Provide assistive technology and software

Specialized Equipment or Procedure

• Wheelchair

• Standing Board

• Computer

• Electronic Typewriter

• Modified Keyboard

• Switches

• Catheterization

• Braces

• Customized mealtime

• Walker

• Positioning

• Computer software

• Video

• Voice Synthesizer

• Augmentative communication device

• Suctioning

• Restroom equipment

Assignment Modification

• Give directions in small, distinct steps (written/picture/verbal)

• Use written backup for oral directions

• Use pictures as a supplement to oral directions

• Lower difficulty level

• Raise difficulty level

• Shorten assignments

• Reduce paper and pencil tasks

• Read or record directions to student

• Give extra cues and prompts

• Allow student to record or type assignments

• Adapt worksheets and packets

• Use compensatory procedures by providing alternate assignments, when demands of class conflict with student capabilities

• Ignore spelling errors/sloppy work

• Ignore penmanship

Self-Management/Follow-Through

• Provide pictorial or written daily or weekly schedule

• Provide student calendars

• Check often for understanding/review

• Request parent reinforcement

• Have student repeat directions

• Teach study skills

• Use binders to organize material

• Design/write/use long-term assignments timelines

• Review and practice real situations

• Plan for generalization by teaching skills in several environments

Testing Adaptations

• Provide oral instructions and/or read test questions

• Use pictorial instructions/questions

• Read test to student

• Preview language of test questions

• Ask questions that have applications in real settings

• Administer test individually

• Use short answer, multiple-choice, shorten length

• Extend time frame, use open note/book tests

• Modify format to reduce visual complexity or confusion

Social Interaction Support

• Use natural peer supports and multiple, rotating peers

• Use peer advocacy

• Use cooperative learning group

• Institute peer tutoring

• Structure opportunities for social interaction (e.g., Circle of Friends)

• Focus on social process rather than end product

• Structure shared experiences in school and extracurricular activities

• Teach friendship, sharing, and negotiation skills to classmates

• Teach social communication skills

• Greetings

• Conversation

• Turn-taking

• Sharing

• Negotiation

Level of Staff Support

(Consider after considering previous categories)

• Consultation

• Stop-in support

• Team Teaching (parallel, supportive, complimentary, or co-teaching)

• Daily in-class support

• Total staff support (staff are in close proximity)

• One-on-one assistance

• Specialized personnel support (If indicated, identify time needed)