Section 504 Suggested Accommodations
Below are suggested intervention
and accommodation to consider when develop a 504 plan that meets your child’s
educational needs.
- Seat the child nearest to where
the teacher does most of her/his instruction.
- To help child stay on task --
seat child close to teacher's desk.
- Have child sit next to a peer
that can help, if needed.
- Seat child away from distractions
(i.e., door, windows).
- Allow quiet space when needed.
- Modify assignments (give 10
spelling words instead of 20, 10 math facts instead of 20) with incentives
to work their way up.
- Give one assignment (work paper)
at a time.
- Fold assignment in half (helps
child feel less overwhelmed).
- Give concise and clear directions
and make sure child understands.
- At least once a week contact with
parents (phone, note, letter)
- If child seems distracted -- a
walk by desk, gently touching shoulder or desk rather than saying child's
name out loud infront of whole class.
- Never assume anything -- find out
facts first if a problem arises. If it involves another or other students
make sure ALL face consequences.
- Allow use of calculator.
- Allow use of small tape recorder
(the child can go over lessons at home)
- Allow use of computer for writing
projects.
- For children that go to resource
-- allow child to go to resource to have a test read to them.
- Allow short answers for child
that has difficulties with the written word.
- Allow longer time for tests (if a
child has a learning disability -- timed tests can make them rush. Think
Quality not Quantity!)
- Remind child before they leave
for the day to make sure everything is in bookbag.
- Encourage child to skip trouble
spots and go to next question. Many children get stuck and when time is up
they'll rush to answer the questions.
- Mark right answers instead of
wrong answers.
- Give child choices and involve
child in self-improvement.
- Textbooks at home so child can
review lessons.
- Books on Tape.
- Assistive Technology devices and
software
- Behavioral Plan