504 plan accommodations for behavior how to#

504 plan accommodations for behavior how to#

Give checklists for multi-step assignments or complex tasks, making sure to model how to order multiple tasks and check off to-dos as students finish sections.Symptom: Executive functioning difficulties Strategies If a math quiz is not based solely on the student’s knowledge of multiplication/division facts, the use of a calculator removes the mental math and memorization barrier.True/false questions still assess the student’s knowledge of the concept but reduce unnecessary memorization.Quiz and test modifications, such as word banks, assist students with recall by providing examples.When possible, reduce the exam questions to account for mastery of the skill, not the number of questions answered.Extended time should account for the fact that the student likely required twice as much time to review and memorize info prior to the assessment.

Provide sentence starters or transition wordbanks for essays or timed writing tasks.

Allow use of a calculator for math assessments not hinging on mental math skills.

Provide wordbanks, multiple-choice options, and true/false for exam questions that involve more memory recall or fact-based knowledge.

Allow extended time for assessments and lengthier assignments, including a reduced workload when necessary.

Symptom: Working memory/memory processing difficulties Strategies

Colored overlays are inexpensive plastic sheets that students can lay over a textbook, worksheet, or even computer screen to dull the brightness of the white background.

Notes also ensure that only vital information is visually presented, avoiding extraneous details.

Highlighted/condensed teacher notes allow students to follow along with notes/outlines without straining their eyes to copy from the board.

Suggest colored overlays for students whose vision issues are exacerbated by bright white paper (often seen with PANDAS).

Provide highlighted and/or condensed teacher notes.

Limit screen time or allow frequent breaks during prolonged screen use.

Provide larger text/font size on handouts.

Preferential seating doesn’t necessarily mean in the front of the classroom this could mean near the teacher’s desk, away from the window or hallway, or in the quieter back corner of the room.

Checklists or sticky notes would typically be paired with a weekly/monthly incentive to track student’s attention goal (504/IEP).

Prompting and cueing could be as subtle as tapping on the desk to regain focus, and could be as direct as asking which number the student is on and encouraging further progress.

Brisk transitions between tasks/activities to build attentive momentum.

Brain breaks for lengthy texts or multi-step tasks.

Proximity while giving instructions/directions.

Checklists or sticky notes for work completion a checkmark or small sticky on the desk indicating strong/prolonged focus.While circumstances, symptoms, and needs vary from student to student, there are some of the best “universal” practices that teachers can employ when a student is impacted by a medical condition, without causing a disproportional amount of stress to the teacher. These adjustments can involve altering not only instruction but also lesson materials, which tend to exhaust much of a teacher’s planning time. The numerous accommodations and modifications that teachers make for students often amount to a lengthy list.