top of page
Young Teacher


Providing Reasonable Accommodations for All Students

Accommodations: Welcome

Accommodations can be provided to all students during all levels of learning.

Many students with disabilities come to your class with accommodations that have been proven to work for most students that have been identified with a specific disability. Luckily many accommodations have been shown to benifit most students with or without identified disabiities. 

Accommodations: Text


What do I need to provide for students who don’t learn the same as I did?

  • Listen to audio recordings instead of reading text

  • Learn content from audiobooks, movies, videos, and digital media instead of reading print 

  • Work with fewer items per page or line

  • Work with text in a larger print size

  • Have a “designated reader”

  • Hear instructions spoken aloud

  • Record a lesson, instead of taking notes 

  • Get class notes from another student

  • See an outline of a lesson

  • Use visual presentations of verbal material, such as word webs

  • Get a written list of instructions

  • Visuals in place of written text

  • Focused notes or outlines

  • Delivery of instruction in a variety of formats

  • Speech-to-text devices

  • Text-to-speech devices

  • Chunking material

  • Graphic organizers or visual organizers

  • Waiting-time (student response time)

  • Establishing extra communication between the teacher, student, and involving their parents.

  • Applying positive reinforcement behavior strategies

Accommodations: Text


How does the student show what they know?

  • Give responses in a way (spoken or written) that meets the student's learning strengths

  • Dictate answers to a scribe who writes or types

  • Capture responses on an audio recorder

  • Use a spelling dictionary or digital spellchecker

  • Use a word processor to type notes or give answers in class

  • Use a calculator or table of “math facts”

  • Paraphrasing information to prove understanding

  • Repeat directions and information aloud

Accommodations: Text


What do I need to think about when setting up my physical space?

  • Work in a different setting, such as a quiet room with few distractions

  • Sit where they learn best (for example, near the teacher, near a peer model, back to distractions)

  • Use special lighting or acoustics

  • Take a test in a small group setting

  • Use sensory tools such as an exercise band that can be looped around a chair’s legs

  • Visual cues or supports

  • Supplemental supports in addition to written text

  • Microphones for the teacher to wear to project their voice​

Accommodations: Text


What if my students have Executive Functioning Challenges?

  • Take more time to complete a task or a test

  • Have extra time to process spoken information and directions

  • Take frequent breaks, such as after completing a worksheet

  • Take more time to complete a project

  • Take a test in several timed sessions or over several days

  • Take sections of a test in a different order

  • Take a test at a specific time of day

  • Use visual alarm to help with time management

  • Mark texts with a highlighter

  • Use a planner or organizer to help coordinate assignments

  • Receive specific instruction in student skills 

Accommodations: Text
bottom of page