Section 504
When You Observe This Behavior Try This Accommodation Difficulty prioritizing from most
to least important
• Prioritize assignments and activities.
• Provide a model to help the student. Post the model and refer to it often.
Difficulty sustaining effort and accuracy over time
• Reduce assignment length and strive for quality (rather than quantity).
• Increase the frequency of positive reinforcements. Catch the student doing right and let him know it.
Difficulty completing assignments
• List and/or post and say aloud all steps necessary to complete each assignment.
• Reduce the assignment into manageable sections with specific due dates.
• Make frequent checks for work/assignment completion.
• Arrange for the student to have the phone number of a
“study buddy” in each subject area.
• Always say and write instructions for activities. Many students have trouble using one method or the other.
Difficulty with any task that requires memory
• Combine seeing, saying, writing, and doing; student may need to sub-vocalize to remember.
• Teach memory techniques as a study strategy (e.g., mnemonics, visualization, oral rehearsal, numerous repetitions).
Difficulty with test taking
• Allow extra time for test taking, and teach test-taking skills and strategies.
• Use clear, readable, and uncluttered test forms. Use the test format that the student is most comfortable with.
Allow ample space for student response. Consider having lined answer spaces for essay or short answer tests.
• Larger print on tests will make reading and paper-and
pencil tasks easier.
• Make study sheets for tests. Create review sheets that outline, in a logical, sequential manner, the most useful information and give to the student as early as possible.
• Use similar format test—not exact test questions.
• Modify the test either partially or completely to tap actual knowledge more effectively, and allow the student to be tested orally.
Confusion with nonverbal cues
(misreads body language) • Directly teach what nonverbal cues mean. Model and have the student practice reading cues in a safe setting.
When You Observe This Behavior Try This Accommodation Confusion from written material
(difficulty with main idea from a paragraph, attributes greater importance to minor details)
• Provide the student with a copy of reading material with main ideas underlined or highlighted.
• Provide an outline of important points from the reading material.
• Teach outlining of main idea/details concepts.
• Provide a tape of text/chapter.
Confusion from spoken material,
• Provide the student with a copy of presentation notes.
• Allow peers to share notes from presentations; have the student compare own notes with peer’s notes.
• Provide framed outlines of presentations, introducing visual and auditory cues to important information.
• Allow or encourage the use of tape recorders.
• Teach and emphasize key words: the following, the most important point, etc.
Difficulty sustaining attention to tasks or other activities (easily distracted by extraneous stimuli)
• Reward attention. Break up activities into small units.
• Reward timely accomplishments.
• Use physical proximity and touch. Use earphones and/or study carrels, quiet place, or preferential seating.
• Establish realistic and achievable goals.
• Seat the student near a good role model who can be a
“peer study buddy.”
• When planning lessons, never plan on more than 20 minutes of seatwork or inactivity.
• Plan to alternate activity with inactivity.
• Teach abstract ideas concretely and contextually. Allow hands-on instruction when possible.
• Integrate curriculum materials.
• Plan a “final activity” for the study unit. Showcase students’ work; allow students to share their work.
• Assess students’ interests and encourage choices.
• Put extra materials away to minimize distractions.
Difficulty making transitions from activity to activity or class to class—sometimes appears agitated with change or refuses to leave previous task
• Give advance warning of when a transition is going to take place.
• Give any expectations for the transition.
• Specifically say and display a list of materials needed until a routine is established.
• List steps necessary to complete each assignment.
• Arrange for a peer helper who can help student get organized for next task.
• Have specified locations for all materials.
• Give immediate reinforcements or consequences.
Appendices
District Guide for Implementation of Section 504Section 504
When You Observe This Behavior Try This Accommodation
Apparent inattention,
daydreaming, or under activity
• Get the student’s attention before giving direction, using either physical or verbal cues.
• Actively involve the student in lessons.
• Make sure the material is challenging the student or that the student is not confused or “tuned out.”
Frequent messiness or sloppiness
• Teach reminder cues (gentle touch on the shoulder or a hand signal).
• Tell students your expectations of what paying attention looks like (e.g., You look like you are paying attention when…).
• Give the student a time limit for a small unit of work with positive reinforcement for accurate completion.
• Use a contract or timer for self-monitoring.
Poor handwriting (often mixing cursive with manuscript and capitals with lower-case letters)
• Allow for a scribe, and grade content, not handwriting.
• Allow the use of a computer or typewriter.
• Consider alternative methods for student response (e.g., tape recorder, oral reports)
• Don’t penalize the student for mixing cursive and manuscript; accept any method of production.
• Give the student tools to compensate for shortcomings (e.g., spell check on computer).
Difficulty with fluency in handwriting (good letter/word production but very slow and laborious)
• Allow for shorter assignments. Emphasize quality over quantity.
• Allow an alternative method of production.
Difficulty remaining seated or in a particular position when required
• Allow frequent opportunities to get up and move around.
• Allow space for movement.
• Design some activities that involve and require movement.
Inappropriate responses in class (responses blurted out, answers given to question before question has been completed)
• Seat the student in close proximity to the teacher so the teacher can visually and physically monitor student behavior.
• State behaviors that you want and tell the student how you expect him/her to behave.
• Reward appropriate behavior.
• Ignore minor and inappropriate behaviors.
• Surround him or her with appropriately behaved students to serve as role models.
When You Observe This Behavior Try This Accommodation Agitation under pressure and
competition
• Stress effort and enjoyment for self, rather than competition with others.
• Minimize timed activities; structure class for team effort and cooperation.
Inappropriate behaviors in team or large group activity (difficulty waiting turn in games or group situations)
• Give the student a responsible job; consider a leadership role for the student.
• Have the student in close proximity to the teacher.
Frequent involvement in • Anticipate dangerous situations and plan for in advance.
physically dangerous activities • Stress STOP-LOOK-LISTEN.
without considering possible • Pair with a responsible peer. Rotate responsible students consequences so that the peer does not become overburdened.
Poor adult interactions, defies authority, manipulates, hangs on (passive)
• Provide positive attention.
• Talk with student individually about the inappropriate behavior (e.g., What you are doing is… A better way of getting what you need or want is…).
Frequent self put-downs, poor personal care and posture, negative comments about self and others, low self-esteem
• Structure for success. Train students for self-monitoring, reinforce improvements, teach self-questioning strategies (e.g., What am I doing? How is this going to affect
others?).
• Allow opportunities for the student to display strengths.
• Give positive recognition.
• Remain calm, state the rule infraction, and do not debate or argue with the student.
• Have pre-established consequences for misbehavior.
• Administer consequences immediately and reinforce proper behavior frequently.
• Use consistent enforcement of rules.
• Design discipline to “fit the crime” without harshness.
• Avoid ridicule and criticism.
• Reward more than you punish.
• Praise immediately any and all good behavior and performance.
• Change rewards if they are not effective in motivating behavioral change.
• Find ways to encourage the student.
• Teach the student to reward him/herself. Encourage positive self-talk. This encourages the student to think positively about self.
• Avoid publicly reminding students on medication to “take their medicine.”
Appendices
Section 504When You Observe This Behavior Try This Accommodation
• Provide the student with a definite purpose during Difficulty with unstructured time unstructured activities (e.g., The purpose of going to the (recess, hallway, lunchroom, media center is to check out a book.).
locker room, media center, • Encourage group games and participation; organize
assembly) school clubs and activities.
• Supervise transitions between classes and activities.
Losing things necessary for task or activities at school and at home
•
•
•
Help the student organize. Frequently monitor notebooks and dividers, backpack, locker, and desks. Emphasize a place for everything and everything in its place.
Provide positive reinforcement for good organization.
Provide student with a list of needed materials and their location.
District Guide for Implementation of Section 504