List of Accommodations and Modifications

Approaches to Learning

Simplify and repeat directions as needed
Add visual supports and cues (charts, pictures, color coding)
Sequence learning tasks from simple to complex
Give repeated opportunities to practice skills
Provide immediate, positive, descriptive feedback
Use manipulative and sensory materials that are developmentally appropriate
Utilize a developmentally appropriate schedule (consider length and order of activities, time for transitions, provide reminders when changes in schedule are planned)
Offer choices so children can follow interests and strengths
Use concrete materials or examples
Provide time to process experiences and information

Ease handling (make materials larger, add handles, attach rubber grips to pencils, provide different materials such as spring loaded scissors, adaptive paper, or hole punch)
Ensure accessibility (add Velcro, develop a hand splint to hold materials, attach an elastic cord or string to objects so that they can be easily moved or retrieved)
Enhance visual clarity or distinctiveness (add contrast or special lighting)
Allow extra time
Understand that some children will avoid or seek sensory items or activities (paint, glue, clay) and allow children to pass or explore in order to meet sensory needs
Provide opportunities to use pincer grasp of thumb/forefinger (gluing small pieces of paper, peeling or sticking stickers, picking up small objects with fingers)

Adjust environment (be aware of lighting, noise level, distracting visuals, physical arrangement, place materials for easy access, play soft music)
Consider child’s seating to support engagement (near adult, away from doors or windows, or other children who would distract)
Allow for focus or calming breaks (quiet area, a place to move, “special helper”)
Allow for focus or calming materials (squeeze ball, putty, sensory item)
Provide support for transitions (visual and verbal cues, songs, materials, ringing bell)
Model coping strategies to deal with overwhelming feelings
Label and discuss children’s feelings
Establish one-on-one time where child can confide in teacher
Intervene as needed (help a child join ongoing play or activity, solve a problem, resolve conflict)

Provide verbal prompts for vocabulary words or responses
Allow children to demonstrate understanding in multiple ways (in own words, songs, pointing, using visuals, communication boards or device)
Use increasingly complex words, in context, and explain their meaning
Understand that some children may speak languages other than English at home, and identify and explain patterns of spoken English
Use letters of alphabet as they come up in real life situations