Accommodations & Modifications Checklist

Need accommodations and modifications for your child? Look no further because here is a list that is a must to have in your child’s IEP.

The Academic Modifications Checklist is in the book: Asperger Syndrome and Adolescence: Practical Solutions for School Success by Brenda Smith Myles, 2001, p. 129 – 134. This is a great book to have! I've worn out my copy ages ago. :)

Or

bcbe.org- IEP Accommodations Checklist

spednet.org- IEP Adaptation and Modification Checklist

List of Accommodations for IEPs and 504s

caffeinequeenteacher.com- Special Education Accommodation IEP Checklist for Teachers

weareteachers.com- 140+ IEP Accommodations Every Special Ed Teacher Should Bookmark

shaker.org- Staff Guide to Accommodations and Modifications (lots of checklists provided)

smartkidswithld.org- Examples of Accommodations & Modifications

Accommodations and Modifications for Elementary School- My son’s accommodations and modifications that we added to his IEP as a Parent IEP Attachment

Accommodations and Modifications for Middle School and High School- My son’s accommodations and modifications that were added to his IEP as a Parent IEP Attachment



Check all that applies to your child’s needs and put in the IEP.


*You might want to add the following to the Academic Modifications Checklist if your child needs them.


Under Classroom Assignments:

1. Allow the student to use the computer, alpha smart, tape recorder, etc. for schoolwork and/or homework.
2. Permit student to complete written work in pencil, manuscript, etc.
3. Place for answers on worksheets should be large and prominent. Worksheets may have to be modified.
4. Specific instructions given one at a time in steps and written.
5. Chunk/modify assignment as appropriate with frequent teacher checks for accuracy.
6. Limit timed assignments and modify or omit if necessary.
7. Provide help in answering open ended questions.
8. Provide student with extra response time when needed.
9. Provide staff support for fine motor tasks such as cutting, folding, coloring, graphing, and arranging materials.
10. Information will be presented visually to student.
11. Adjusted workloads.
12. Give lots of specific, labeled praise.
13. Help the student problem-solve difficulties.
14. Highlighted text of what the student needs to know.
15. Teachers will identify precisely which information the student is responsible for.
16. Provide student with written copy of any board work, overhead, or copying from books.


Under Note Taking:

1. Provide parents/student a copy of any notes given to students in class.


Under Homework:

2. Determine homework modifications:
(a) All classroom teachers need to provide a daily review of behavior, assignments, missing work, materials needed, deadlines, tests, etc. and to see that they are written in student's agenda book. The teacher will sign to show that s/he has reviewed the previously mentioned.
(b) Parent types the material for the child.
(c) Due to stress some ASD student cannot handle homework after a long day at school because the homework is more than they can cope with so therefore, it should not be required for them


Executive Function Help:

1. Determine the type of Executive Function help needed.
(a) Daily homework log/agenda book.
(b) Large binder that student brings to all classes (this is a good place to keep the agenda book).
(c) Assignment checklists (breaks large tasks into manageable units)
(d) Day planner
(e) “To do” lists
(f) Keep papers and assignments in a binder for organization
(g) Set of books for home use
(h) Place to store books in the classroom
(i) Color coded dividers for the binder for keeping school work organized.
(j) Section in the binder for papers going home and papers that need to be returned to school
(k) Use a multi-compartment backpack. Have a separate section for school supplies, lunch money, binder, etc.


Tests:

1. Determine what kind of tests the student requires
(a) orally
(b) fill-in-the blank
(c) dictate essays
(d) short answer
(e) allowed extra time for tests
(f) follow a standard format
(g) parents and special education teacher given advanced notice of any test that would, of necessity, follow a different format so that they could teach student how to respond in a different way and be sure they understood what is expected of him
(h) all tests given to student must be written on paper, not given orally (except for spelling tests).
(i) parents will be notified at least 2 days prior to all tests, the test format (multiple choice, fill in the blank, short answer, True/False, word bank, essay, matching, etc.)
(j) other

2. Testing accommodations
(a) take tests in the resource room
(b) special education teacher monitors their work and provide assistance and clarification when necessary
(c) take tests in a quiet room
(d) take tests alone
(e) teacher or aide present to provide structure and motivation, interpret questions, and manage time


Study Guides:

1. Provide student with complete study guide with answers, at least 2 days before tests.
2. Teachers will check that student has the correct answers on the study guides for tests.


Handwriting:

1. Determine the need for handwriting alternatives.
(a) Provide extra time for and/or shorten written assignments.
(b) Let child be graded on content, not the neatness or legibility or his or her script.
(c) Submit work in an alternative form (typed on a computer, audiotape, dictated to an adult, etc).
(d) Permit student to complete written work in pencil, manuscript, etc.


Assistive Technology:

1. Alpha Smart
2. Tape recorder
3. Computer
4. Other


IEP:

1. Transition Checklist will be followed through and implemented before school starts.
2. Provide a 30-day review of Student's IEP from start date of school.


Under Transportation/Bus:

1. Allow student to exit bus before other students with peer or staff support and go to locker and to homeroom.
2. Obtain bus driver’s name, bus number, and what time pick up and drop off is. Be sure bus driver knows that student is to sit directly behind him. Provide the bus driver information on the specific behavioral and emotional concerns of student.


Under Physical Education:

1. Adaptive P.E. class with an Adaptive P.E. teacher.


Under Changing Classes:

1. Provide student with peer or staff assistance and to be excused before the classes change.


Staff Support for Unstructured Or Less Structured Time:

1. Determine when student will need support.
(a) For AM preparation
(b) During lunch
(c) For afternoon packing before getting on the bus.
(d) During P.E., Art, Music, Recess, Computer lab, library, etc.
(e) Before and after school
(f) Morning and afternoon bus
(g) Other


Under Changes in Routine:

1. Student will be given an individualized daily schedule.


Under Preferential Seating:

1. Determine if preferential seating is necessary.
(a) Assigned seat in all classes and show student where his assigned seat is in each class before school starts.
(b) Preferential desk placement near the teacher and away from distractions, such as windows or corridors.
(c) A special work station when noise or other distractions disrupt work.


Under Organizational Strategies:

1. Place to store books in classroom.
2. Set of books for student for home use.
3. Use organizational strategies such as graphic organizers, homework folder, agenda book, and binder with dividers.
4. Student will be able to take his book bag to all of his classes.


Behavioral:

1. Staff to provide student with a calm down/discuss card following an inappropriate emotional response.
2. Self-reflection framework.
3. Stress ball.
4. Strategies with be shared and implemented by school staff.
5. Time-out area.
6. Provide visually and go over thoroughly, clear rules for behavior requirements and post them.
7. Travel Pass.
8. Behavioral Intervention Program.


Under Visual Supports:

1. Identify which supports are needed:
(a) Visual schedule of morning and afternoon activities.
(b) A posted classroom schedule
(c) Provision of written instructions (such as directions written on the chalkboard).
(d) Individual instructions, in the form of a written prompt or reminder on an index card, etc.
(e) Provide samples/models of completed assignment, goal, or completed product/project.


Under Travel Pass:

1. Student will be able to use his Travel Pass and leave his general education classroom when he gets upset and go to his home base.
2. Travel Pass and the procedure of it’s use explained, written up and given to student before school starts.
3. Teachers will recognize early signs of stress and will follow the Behavior Intervention Plan. If behavior escalates the teacher will tell student to use his Travel Pass to go to his home base. Incidents that occur need to be formally written up to determine the contributing antecedents/settings events and copy sent home to parents.


Lockers:

1. Student will have his locker near home base with dial barrel type lock before school starts.
2. Gym locker will be near adult supervision with dial barrel type lock on it before school starts.