Classroom Accommodations
- Preferential
seating, especially near the door to allow leaving class for breaks.
- Assigned
classmate as volunteer assistant.
- Beverages
permitted in class.
- Prearranged
or frequent breaks.
- Tape
recorder use.
- Notetaker
or photocopy of another student's notes.
- Early
availability of syllabus and textbooks.
- Availability
of course materials (lectures, handouts) on disk.
- Private
feedback on academic performance.
Examination Accommodations
- Exams
in alternate format (e.g., from multiple choice to essay; oral,
presentation, role-play, or portfolio).
- Use of
assistive computer software (e.g., Optical Character Recognition, allowing
scanned text to be read aloud by the computer's sound card; or speech recognition
for converting the spoken word to printed word on the computer screen).
- Extended
time for test taking.
- Exams
individually proctored, including in the hospital.
- Exam
in a separate, quiet, and non-distracting room.
- Increased
frequency of exams.
Assignment Accommodations
- Substitute
assignments in specific circumstances.
- Advance
notice of assignments.
- Permission
to submit assignments handwritten rather than typed.
- Written
assignments in lieu of oral presentations or vice versa.
- Assignments
completed in dramatic formats (e.g., demonstration, role-play, and
sculpture).
- Assignment
assistance during hospitalization.
- Extended
time to complete assignments.
Reducing Problem Behaviors through Good Academic Management:
10 Strategies.
- Be sure that assigned work is not too easy and
not too difficult.
- Offer frequent opportunities for choice.
- Select high-interest or functional learning
activities.
- Instruct students at a brisk pace.
- Structure lessons to require active student
involvement.
- Incorporate cooperative-learning opportunities
into instruction.
- Give frequent teacher feedback and
encouragement.
- Provide correct models during independent work.
- Be consistent in managing the academic setting.
Source
- Target
interventions to coincide closely with 'point of performance'.
Modifications
Levels of support modifications include some of the components of education for children with EBD that have already been discussed or will be discussed shortly. Those components include the social and personal assistance techniques such as peer tutoring and co-operative learning activities. Other support modifications include graphic organizers or guided notes or physical supports such as private study canels, assigned seating placements, transition procedures, and posted rules . In a particular study conducted by Gunter. it was found that work not requiring guided practice was 100% COlTect when completed in a partitioned study area. Implications of EBD 19 Modifications concerning the vehicle of instruction are known as input modifications. An important aspect of input (and output) modification is providing the student with choices. Input modifications can include computer-assisted instruction, strategy training, or may concern the stimuli used in instruction such as the examples used by teachers. A teacher may choose to use examples concerning things of interest to the students such as video games or other hobbies.
Source
Possible modifications that can be used to increase a
student’s academic engaged time:
- Break long presentations into shorter segments.
At the end of each segment, have students respond in some way. Extend the
amount of time that a student is given to complete a particular task.
- Break down assignments into smaller ones. As
students finish each mini-assignment, build in reinforcement for task
completion. Wait to distribute the next assignment until students have been
successful with the current one.
- Reduce the number of practice items that a
student must complete, once the student has demonstrated mastery.
- When students make mistakes, help them to learn
from those mistakes. Be careful not to “overcorrect,” or require compensation
beyond the point where the student can demonstrate mastery, and praise any progress
toward the desired behavior change.
- Follow low-interest activities with high interest
activities so that students get breaks from difficult or less interesting
activities from time to time.
Reducing Problem Behaviors through Good Academic Management:
10 Strategies.
- Be sure that assigned work is not too easy and not too difficult.
- Offer frequent opportunities for choice.
- Select high-interest or functional learning activities.
- Instruct students at a brisk pace.
- Structure lessons to require active student involvement.
- Incorporate cooperative-learning opportunities into instruction.
- Give frequent teacher feedback and encouragement.
- Provide correct models during independent work.
- Be consistent in managing the academic setting.
- Target interventions to coincide closely with 'point of performance'.
 |
| Source |
Modifications
Levels of support modifications include some of the components of education for children with EBD that have already been discussed or will be discussed shortly. Those components include the social and personal assistance techniques such as peer tutoring and co-operative learning activities. Other support modifications include graphic organizers or guided notes or physical supports such as private study canels, assigned seating placements, transition procedures, and posted rules . In a particular study conducted by Gunter. it was found that work not requiring guided practice was 100% COlTect when completed in a partitioned study area. Implications of EBD 19 Modifications concerning the vehicle of instruction are known as input modifications. An important aspect of input (and output) modification is providing the student with choices. Input modifications can include computer-assisted instruction, strategy training, or may concern the stimuli used in instruction such as the examples used by teachers. A teacher may choose to use examples concerning things of interest to the students such as video games or other hobbies.
Source
Possible modifications that can be used to increase a
student’s academic engaged time:
- Break long presentations into shorter segments. At the end of each segment, have students respond in some way. Extend the amount of time that a student is given to complete a particular task.
- Break down assignments into smaller ones. As students finish each mini-assignment, build in reinforcement for task completion. Wait to distribute the next assignment until students have been successful with the current one.
- Reduce the number of practice items that a student must complete, once the student has demonstrated mastery.
- When students make mistakes, help them to learn from those mistakes. Be careful not to “overcorrect,” or require compensation beyond the point where the student can demonstrate mastery, and praise any progress toward the desired behavior change.
- Follow low-interest activities with high interest activities so that students get breaks from difficult or less interesting activities from time to time.
