Adapted from Anchorage School District Area of Concern Accommodations Develop a daily/weekly journal Develop parent/student/school contracts Schedule periodic parent/teacher Parent/Student/Teacher Communications meetings Provide parents with duplicate sets of texts Allow student more time to pass in Instructional day hallways Modify class schedule Allow increase in number of excused absences for health reasons District policies/procedures Approve early dismissal for service agency appointments Administer medication Building health/safety procedures Apply universal precautions Accommodate special diets Difficulty sequencing and completing steps to Break up task into workable and accomplish specific tasks (e.g., writing a book obtainable steps report, term paper, organized paragraphs, Provide examples and specific steps to division problems, etc.) accomplish task Define the requirements of a completed Shifting from one uncompleted activity to activity (e.g., is finished “your math another without closure when all 6 problems are complete and corrected; do not begin on the next task until it is finished.”) Gain attention before giving student’s directions. Use alerting cues. Accompany oral directions with written directions Difficulty following through on instructions Give one direction at a time. Quietly from others repeat directions to the student after they have been given to the rest of the class. Check for understanding by having the student repeat the directions. Place general methods of operation and
Adapted from Anchorage School District Area of Concern Accommodations Parent/Student/Teacher Communications Develop a daily/weekly journal Develop parent/student/school contracts Schedule periodic parent/teacher meetings Provide parents with duplicate sets of texts Instructional day Allow student more time to pass in hallways Modify class schedule District policies/procedures Allow increase in number of excused absences for health reasons Approve early dismissal for service agency appointments Building health/safety procedures Administer medication Apply universal precautions Accommodate special diets Difficulty sequencing and completing steps to accomplish specific tasks (e.g., writing a book report, term paper, organized paragraphs, division problems, etc.) Break up task into workable and obtainable steps Provide examples and specific steps to accomplish task Shifting from one uncompleted activity to another without closure Define the requirements of a completed activity (e.g., “your math is finished when all 6 problems are complete and corrected; do not begin on the next task until it is finished.”) Difficulty following through on instructions from others Gain student’s attention before giving directions. Use alerting cues. Accompany oral directions with written directions Give one direction at a time. Quietly repeat directions to the student after they have been given to the rest of the class. Check for understanding by having the student repeat the directions. Place general methods of operation and
504%20Manual%202012.docx