Section 504 Suggested Accommodations

Below are suggested intervention and accommodation to consider when develop a 504 plan that meets your child’s educational needs.

• Seat the child nearest to where the teacher does most of her/his instruction.
• To help child stay on task -- seat child close to teacher's desk.
• Have child sit next to a peer that can help, if needed.
• Seat child away from distractions (i.e., door, windows).
• Allow quiet space when needed.
• Modify assignments (give 10 spelling words instead of 20, 10 math facts instead of 20) with incentives to work their way up.
• Give one assignment (work paper) at a time.
• Fold assignment in half (helps child feel less overwhelmed).
• Give concise and clear directions and make sure child understands.
• At least once a week contact with parents (phone, note, letter)
• If child seems distracted -- a walk by desk, gently touching shoulder or desk rather than saying child's name out loud infront of whole class.
• Never assume anything -- find out facts first if a problem arises. If it involves another or other students make sure ALL face consequences.
• Allow use of calculator.
• Allow use of small tape recorder (the child can go over lessons at home)
• Allow use of computer for writing projects.
• For children that go to resource -- allow child to go to resource to have a test read to them.
• Allow short answers for child that has difficulties with the written word.
• Allow longer time for tests (if a child has a learning disability -- timed tests can make them rush. Think Quality not Quantity!)
• Remind child before they leave for the day to make sure everything is in bookbag.
• Encourage child to skip trouble spots and go to next question. Many children get stuck and when time is up they'll rush to answer the questions.
• Mark right answers instead of wrong answers.
• Give child choices and involve child in self-improvement.
• Textbooks at home so child can review lessons.
• Books on Tape.
• Assistive Technology devices and software
• Behavioral Plan