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Students with learning disabilities have different learning
styles and rates, strengths and weaknesses. The Individuals
with Disabilities Education Act (IDEA) requires that an Individualized
Education Program (IEP) be developed for each child with a
disability so that these individual differences can be addressed.
This list of classroom modifications and accommodations may
be considered when developing the IEP:
- Extended time for completion of assignments
or tests
- Additional time for reading assignments
- Time for repeated review or drill
- Small groups
- Reduction of paper/pencil tasks
- Shortened assignments
- Assignment notebooks
- Study sheets/summary sheets/outlines of most
important facts
- Supplemental aids (vocabulary, multiplication
cards, etc.)
- Visual demonstrations
- Presentation of material in small steps
- Read or paraphrase subject matter
- Instructions/directions given in different
channels (written, spoken, demonstration)
- Visual or multisensory materials
- Functional level materials
- Mnemonic aids/devices
- Overhead/outline for desk use
- Taped textbooks
- Highlighted textbooks
- Large print material
- Word processor/spell checker; calculator
- Assistance with notetaking
- Taped lectures
- Self-testing
- Grade only on completed classwork
- Credit for class participation, effort and
attendance
- Additional time for test preparation
- Review/testing matched to student pace
- Test directions read/explained thoroughly
- Fewer repetitive test items
- Test format allowing more space
- Oral, short-answer, modified tests
- Manuscript writing rather than cursive
- One-to-one contact for at least 10-20 minutes
daily
- Tutoring assistance (peer, pal, teacher, etc.)
- Assistance with organization and planning of
classwork and/or homework
- Emphasis on successes
- Seating to reduce distractions
- Frequent breaks
- Clearly defined limits
- Cooling-off period
- Behavior check cards
- Concrete, positive reinforcers
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