LIST OF APPROPRIATE SCHOOL-BASED ACCOMMODATIONS AND INTERVENTIONS

 

Even though I do not have the evaluation and history before me let me suggest this- a visit to the website of East End Psychological Services, run by Dr. Joseph Volpe member of the Professional Advisory Board of Directors with us at Suffolk CHADD.EEPS's web address is:

 
On his EEPS site find The Helpful Information Tab and within it one of the best and well presented list to school modifications, accomodations especially for AD/HD that I've seen.
 
I would expect not only will reconsiderations class placement be important but just as important will be the consistent, thorough following through of IEP/504 Plan accomodations with all members of Taylor's school team "on board" with revised, updated plans.

 

Sincerely,
Eric Haracz M.S. Spl. Education
Suffolk CHADD Resource Coordinator:
 
From Dr. Volpe's site:

LIST OF APPROPRIATE SCHOOL-BASED ACCOMMODATIONS AND INTERVENTIONS

FOR A 504 PLAN OR FOR ADAPTATIONS AND MODIFICATIONS SECTION OF AN IEP

(Choose only those accommodations and interventions that are the most needed. Attempt to select low-level accommodations and interventions before moving to more supportive or high-level accommodations and interventions. If high-level accommodations are necessary, choose them with the goal of slowly removing them whenever possible. The objective should always be to provide support while encouraging growth with these strategies to foster independence and self-advocacy).

Alter the environment

Provide this Student with Low-Distraction Work Areas

Provide this student with a quiet, distraction free area for quiet study time and test-taking. It is the responsibility of the teacher to take the initiative to privately and discretely (do not draw peer attention to the student) "send" this student to a quiet, distraction-free room/area for each testing session. It is important to assure that once the student begins a task requiring a quiet, distraction-free environment that no interruptions be permitted until the student is finished.

Always seat this student near the source of instruction and/or stand near student when giving instructions in order to help the student by reducing barriers and distractions between him and the lesson. For this reason it is important to encourage the student to sit near positive role models to ease the distractions from other students with challenging or diverting behaviors.

In order to reduce distractions, computers and other equipment with audio functions operated in this student's classroom or designated work areas must be used with earphones to eliminate the sound being broadcast into the classroom or designated work area.

Always seat this student in a low-distraction work area in the classroom.

Prepare the student for transitions

Prepare the student in advance for upcoming changes to routine - field trips, transitions from one activity to another, etc.

Plan supervision during transitions – between subjects, classes, recess, lunchroom, assemblies, etc.

Prepare the student in preparing for the end of the day and going home, supervise the student's book bag for necessary items needed for homework.

Adaptations for a Student with Hyperactivity

Allow the student to move around. Provide opportunities for physical action – pace in the rear of the classroom, do an errand, wash the blackboard, get a drink of water, go to the bathroom, etc.

Make sure the student is always provided opportunities for physical activities. Do not use daily recess as a time to make-up missed schoolwork. Do not remove daily recess as punishment.

Permit the student to play with small objects kept in their desks that can be manipulated quietly, such as a soft squeeze ball, if it isn't too distracting.

Alter Presentation of Lessons/Accommodations for assignments

Make sure all homework instruction and assignments be clear and provided in writing (not simply aloud).

Provide this student with information that is clear and in writing

Provide a consistent, predictable schedule. Post the schedule in the classroom and/or tape it to the inside of the desk or student assignment book.

Write down key words on the board to aid in note-taking during sections that are "lecture-based."

Provide the student with a legible outline before a lesson/lecture and with legible teacher's notes of lesson/lecture.

Provide this student with a note-taker at all times to record classroom discussions and lectures.

Provide student with a weekly syllabus, in advance, of upcoming week's assignments and lessons. Keep instruction clear and assure that instructions and assignment criteria are always provided in writing (not just out loud) by providing the student with the above requested syllabus and by writing the assignments on the board as they are given to the class.

Break the Assignments into Short, Sequential Steps

Break instructions into short, sequential steps; dividing work into smaller short "mini-assignments," building reinforcement and opportunities for feedback at the end of each segment; handing out longer assignments in segments; and, consider scheduling shorter work periods.

Provide regular guidance and appropriate supervision on planning assignments, especially extended projects that take several days or weeks to complete.

One of the most common things for children with ADD to do is to procrastinate, to miscalculate, and to avoid (unpleasant) tasks until the last minute. This is why close guidance in planning long term projects is so important. A part of the ADD spectrum of symptoms is a sort of a temporal disability where the gauging of time, and how long tasks will take are distorted.

By modeling examples of how to plan, being coached through the planning process, and through consistent practice children with ADD will gain a better sense of how to plan within a timed framework.

The goal of independence will be achieved when appropriate supports are consistently provided for and during all longer projects so the student can gradually develop independence, learn to master time management, learn better to plan ahead, and feel in control and comfortable; and so fall-out of things remembered at the last moment is significantly reduced.

Support the student's participation in the classroom

Give private, discrete cues to student to stay on task, cue the student in advance before calling on him, and cue before an important point is about to be made (example: "This is a major point.").

Allow adequate time for student to answer questions to permit the student time to form a thoughtful answer.

Provide the amount of support and structure the student needs (not the amount of support and structure traditional for that grade level or that classroom/subject.

Identify the students strengths altering the format of a presentation to take full advantage of the strengths (teach "to" the strengths).

As much as possible use high impact visual aids with lively oral presentations to provide a more interesting and novel presentation of lessons.

At all times avoid the use of sarcasm, continual criticism or bringing attention to student's different needs in front of his peers; and recognize that this student will respond significantly better when encouraged and when positive achievements are noticed and mentioned.

Classroom and Homework Assignment Adaptations

Allow the student to begin an assignment and then go to the teacher after the first few problems are done for confirmation that he/she is doing the assignment properly, and to receive gentle correction or praise.

Encourage the use of books-on-tape to support students reading assignments (The National Library Services provides books-on-tape for individuals with disabilities - including textbooks).

Provide the student with published book summaries, synopses or digests of major reading assignments to review beforehand (example: Cliff Notes for literature studies).

Periodically, if needed, modify classroom and homework assignments (examples: student does every 2nd or 3rd problem, or have the student use a timer and draw a line across their homework page and the end of 15 minutes of sustained work).

Make a second set of books and materials available for this student to keep a back-up set at home

Alter Testing and Evaluation Procedures

Prior to the test, provide the student with specific information, in writing if necessary, about what will be on the test or quiz.

Provide the student with a practice test or quiz to study the day before the actual test or quiz. (Pre-review)

Allow the student more time to complete quizzes, tests, exams and other skill assessments when needed (including standardized tests) to eliminate possible test anxiety. Information retrieval can be complicated by ADD/LD. When more time is available to complete an assignment, test, quiz or final exam, should it be needed, memory retrieval is improved and test pressure interferes less with the ability to retrieve and express what is known.

The student will inform the teacher of his need for additional time by writing a note on the test to arrange for more time whenever he/she is unable to finish a test in the standard amount of time provided to other students.

Provide the student with other opportunities, methods or test formats to demonstrate what is known.

Allow the student to take tests or quizzes in a quiet place in order to reduce distractions.

Consider allowing this student to use a calculator when it is clear the student understands math calculation concepts.

Always allow this student to use a calculator to check his/her work.

Alter the Design of Materials

Tests should always be typed (not handwritten) using large type; and all duplicated materials must be clear, dark and easy to read. The simpler and less distracting the page, the better. With that in mind, questions that are not a part of the test and are not to be answered should be removed from the student's view.

Whenever possible the instructions should always been next to the questions to which they relate, and test questions should visually stand-out from the test answers (on multiple choice, matching, etc.).

Review the design of the test to assure that the test questions are ordered in a logical, sequential manner (example: test questions should be arranged to progress logically through the material be tested, e.g., Section 1 to Section 2 to Section 3 to Section 4, etc., with no skipping around between one section and another).

Provide Training and Guidance for Study Skills, Test Taking Skills, and for Time and Organizational Planning

Skills Training (Incorporate All of These Into Each Subject Area)

Provide the student with a regular program in study skills, test taking skills, organizational skills, and time management skills.

Provide daily assistance/guidance to the student in how to use a planner on a daily basis and for long-term assignments; help the student plan how to break larger assignments into smaller, more manageable tasks.

Help the student set up a system of organization using color coding by subject area, especially with materials that need to be stored in a school locker during the day.

Teach the student how to identify key words, phases, operations signs in math, and/or sentences in instructions and in general reading.

Teach the student how to scan a large text chapter for key information, and how to highlight important selections.

Teach the student efficient methods of proof-reading own work.

Across all subject areas, display and support the use of mnemonic strategies to aid memory formation and retrieval.

Support alternate methods of outlining such as "mind-mapping" or "clustering."

Skills Guidance and Support

Provide consistent coaching from all teachers to support—organizational skills, time management skills training, study skills training, test taking skills.

Designate one teacher as the advisor/supervisor/coordinator/liaison for the student and the implementation of this plan, and who will periodically review the student's organizational system and to whom other staff may go when they have concerns about the student; and to act as the link between home and school.

Permit the student to check-in with this advisor first thing each week (Monday mornings) to plan/organize the week and last thing each week (Friday afternoons) to review the week and to plan/organize homework for the weekend.

Support the formation of study groups, and the student seeking assistance from peers, encourage collaboration among students.

 

 

 

 

Create a Safe Environment for Learning:

Employ Effective Motivational Techniques for the Student

Employ Administration, faculty and counselor initiatives

Match student's needs and learning style with teachers who have the appropriate attributes to provide the student with the best education and support possible and who know how to create ("engineer") opportunities for academic and social success, can increase the frequency of positive, constructive, supportive feedback, and can identify, recognize, reinforce and build upon the student's strengths and interests.

Recognize EFFORTS the student employs toward attaining a goal and recognize the problems resulting from skill deficits vs. non-compliance.

Look for positives. Provide immediate feedback to the student each time and every the student accomplishes desired behavior and/or achievement - no matter how small the accomplishment.

Create a non-threatening learning environment where it is safe to ask questions, seek extra help, make mistakes and feel comfortable in doing so.

Provide this student with an environment where it is safe to learn—academically, emotionally and socially, give any needed reprimands privately and whenever possible, provide public recognition for student accomplishments, encourage empathy and understanding from faculty, staff and peer group, and do not permit humiliation, teasing or scape-goating.

Provide clearly stated rules and consequences and expectations that are consistently carried out for all students.

Praise in public, reprimand in private.

Parental Involvement

Teachers must report to the parent any time one of theses interventions and/or accommodations seems to be ineffective so the committee can re-convene and modify the plan as needed.

Designate one teacher as the advisor/supervisor/coordinator/liaison for the student and the implementation of this plan, and who will periodically review the student's organizational system and to whom other staff may go when they have concerns about the student; and to act as the link between home and school.

Involve parents in selection of the student's teachers.

Use the student's planner for daily communication with the parent.

Each teacher is to send home the weekly communication sheet at the end of each school week.

Using the weekly communication sheet, inform the parent and/or advisor, in advance, when special or long-term projects are assigned.

Teacher Attitudes and Beliefs

Accept characteristics of ADD/LD, especially inconsistent performance.

Recognize that student with ADD/LD perform at their best in a safe environment—academically, emotionally and socially. Sarcasm, bringing attention to deficits, constant criticism are to be avoided at all times. Children with ADD/LD respond significantly better when they are encouraged and feel safe to make mistakes.

Send student's teachers to in-service workshop.

Provide student's teachers with reading material on ADD/LD.

Instruct the teachers about how stimulant medication works, and avoid any derogatory comments about the student's use of medicine or of the medicine itself.

Recognize that medication is only a part of the answer and does not address a students comprehensive needs all by itself.

Recognize that no two students with ADD/LD are alike and that there are multiple approaches to working with each ADD/LD student that can and will be different from student to student.

Encourage teachers to be flexible.

Accept poor handwriting and printing.

Do not and/or stop attributing students poor performance to laziness, poor motivation, or other internal traits.

Recognize that ADD/LD is neurological and beyond the control of the student.

Prepared by Rebecca Chapman Booth

Accommodation References:

"Clarification of Policy to Address the Needs of Children with Attention Deficit Disorders within General and/or Special Education," Memorandum to Chief State School Offices from the U. S. Department of Education, Office of Special Education and Rehabilitation Services and the U. S. Department of Justice, Office of Civil Rights, 1991.

Teaching Strategies: Education of Children with Attention Deficit Disorder, Ellen Schiller, Chief of Directed Research Branch and Jane Hauser, Dissemination Specialist, Division of Innovation and Development, Office of Special Education Programs, U. S. Department of Education with the Chesapeake Institute and Warger, Eavy and Associates, 1994.

Education/504 Information Packet from the Michigan Protection and Advocacy Services, Children's Advocacy Service, Lansing, Michigan

"The Rights of Individuals with Handicaps Under Federal Law," U. S. Department of Education and the Office for Civil Rights

ADHD In the Schools: Assessment and Intervention Strategies by George J. DuPaul and Gary Stoner (Forward by Russell Barkley), The Guilford School Practitioner Series, The Guildford Press, 1994.

CH.A.D.D. Educators Manual: An In-Depth Look at Attention Deficit Disorders from an Educational Perspective, by Mary Fowler in collaboration with Russell Barkley, Ph.D., Ron Reeve, Ph.D. and Sydney Zentall. Ph.D., 1992.

Education of Children with Attention Deficit Disorder: Facing the Challenges of ADD. A Kit for Parents and Teachers. A Product of the Division of Innovation and Development, Office of Special Education Programs, Office of Special Education and Rehabilitative Services, U. S. Department of Education. Distributed by CH.A.D.D. and the Council for Exceptional Children

Matrix of Recommended School Interventions for ADHD Students, Children's Hospital of Michigan, 1994.

Teenagers with ADD: A Parents' Guide, by Chris A Zeiger Dendy, M.S., Woodbine House, 1995

Taming the Dragons: Real Help for Real School Problems, by Susan Setley, M. Sp. E., Starfish Publishing, 1995

ADHD: A Guide to Understanding and Helping Children with Attention Deficit Hyperactivity Disorder in School Settings, by Lauren Braswell, Ph.D., Michael Bloomquist, Ph.D., Sheila Pederson, Ma., Ed.S., University of Minnesota, 1991.

The Attention Deficit Disorders Intervention Manual, Hawthorne Educational Services, Inc., 1994

The Gifted Learning Disabled Student, CTY Publications and Resources, Center for Talented Youth, Johns Hopkins University.

Attention Deficit Disorders Intervention Manual, Stephen B. McCarney, Ed.D., Hawthorne Educational Services, Inc., 1994.