How does a student receive accommodations

A:

Once a student has been formally identified with ADHD / LD, the individual or parent may request accommodations for that student's specific needs.  The Individuals with Disabilities Education Act states that a child's IEP (Individualized Education Program) team — which both parent and child are a part of — must decide which accommodations are appropriate. Any appropriate accommodations should be written into a student's IEP.

Here are some examples of possible accommodations for an IEP team to consider, broken into six categories:

  • Presentation:
    • Provide on audio tape
    • Provide in large print
    • Reduce number of items per page or line
    • Provide a designated reader
    • Present instructions orally
  • Response:
    • Allow for verbal responses
    • Allow for answers to be dictated to a scribe
    • Allow the use of a tape recorder to capture responses
    • Permit responses to be given via computer
    • Permit answers to be recorded directly into test booklet
  • Timing:
    • Allow frequent breaks
    • Extend allotted time for a test
  • Setting:
    • Provide preferential seating
    • Provide special lighting or acoustics
    • Provide a space with minimal distractions
    • Administer a test in small group setting
    • Administer a test in private room or alternative test site
  • Test Scheduling
    • Administer a test in several timed sessions or over several days
    • Allow subtests to be taken in a different order
    • Administer a test at a specific time of day
  • Other
    • Provide special test preparation
    • Provide on-task/focusing prompts
    • Provide any reasonable accommodation that a student needs that does not fit under the existing categories
    To develop a powerful partnership it is important to recognise the challenges classroom teachers experience, as well as the lived experience of the parent and diagnosed individual.  
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