Accommodations and Strategies

Possible Classroom Manifestations of Deficits:

• Falls asleep in class
• Appears to be daydreaming
• Gets focused on one object or subject; cannot transition
• Loses train of thought when talking
• Unable to sit still
• Looks toward any movement or noise
• Cannot tune out distractions – visual or auditory
• Displays other off-task behaviors

Possible Accommodations:

• It may be necessary to shorten assignments or break tasks down into smaller parts.
• Provide breaks between tasks.
• Provide cue cards or step by step guides.
• Plan to minimize distraction in the student’s auditory/visual space.
• Provide preferential seating.
• Student may benefit from taking tests in a quiet area and from having additional time for tests.
• Schedule difficult tasks to coincide with time of greatest alertness.

Possible Classroom Manifestations of Deficits:

• Omits portions of material when reading or copying
• Cannot find items on a shelf or in text
• Skips words or lines when reading
• Runs into people or objects

Possible Accommodations:

• Allow student to record lectures for later playback.
• Provide peer supported reading.
• Exempt the student from reading aloud in front of classmates.
• Explore assistive technology devices to help with orientation and mobility in the environment.
• Provide extra time to move from class to class.

Possible Classroom Manifestations of Deficits:

• Cannot recall events of the day or previous day
• Forgets to do or to hand in assignments
• Loses track of time
• Gets lost travelling to and from class
• Recalls information from before the injury, but has difficulty with new information
• Has difficulty recognizing faces
• Forgets rules
• Recalls only parts of directions or assignment

Possible Accommodations:

• Use an organizer, assignment book, log of daily activities as an external memory aid.
• Provide a schedule and review daily routines.
• Use timers to help keep track of time.
• Utilize the student’s best modality for learning (visual vs. auditory input).
• Provide visual cue cards, maps, etc.
• Post visual of rules.
• Provide simplified instructions and reduce tasks.

Possible Classroom Manifestations of Deficits:

• Takes excessive time to complete assignments, tasks and tests; overloads easily
• Asks questions about topics already discussed
• Requests repeated directions
• Takes excessive time to respond to questions, resulting in long pauses

Possible Accommodations:

• Chunk or reduce tasks.
• Provide extra time for verbal responses, assignments, tests, etc.
• Modify environment to eliminate distractions.
• Provide directions in different modalities (e.g., written, visual).
• Provide anticipatory cuing to prepare responses in advance.
• Alternate instruction, activity, and rest.

Possible Classroom Manifestations of Deficits:

• Can be nonverbal
• Uses vague responses or questions
• Has word finding problems
• Takes long pauses
• Seems to have knowledge but cannot express it clearly
• Has unintelligible speech
• Has language delays

Possible Accommodations:

• Investigate assistive technology supports for speech.
• Use open-ended statements such as “Tell me about. . . .”
• Provide processing time.
• Give verbal cues to communicate intent of conversation.
• Use simple, direct language; avoid abstract terms and sarcasm. 

Possible Classroom Manifestations of Deficits:

• Unable to write legibly
• Unable to keep up with note taking
• Makes spelling and grammatical errors
• Makes organizational errors
• Lacks organizational skills
• Composes in simplistic fashion
• Lacks proofreading skills
• Unable to express ideas clearly

Possible Accommodations:

• Reduce amount of written work (e.g., multiple choice versus essay questions).
• Use peer note takers.
• Use spell check software.
• Provide graphic organizer.
• Use large print books with low density on the page.
• Consider other assistive technology solutions, such as, speech-to-text, graphic organizers, text-to-speech (for proofreading).

Possible Classroom Manifestations of Deficits: 

• Jokes inappropriately
• Behaves immaturely
• Interrupts others
• Touches others inappropriately
• Demonstrates poor listening skills
• Unable to read social cues
• Chatters inappropriately
• Displays flat affect
• Shows little or no emotion 

Possible Accommodations:

• Provide feedback for social misunderstandings or inappropriate behavior.
• Teach and use signals to gently redirect.
• Provide visuals and supports for rules.
• Use social groups and social stories to teach skills and to provide feedback.
• Provide supportive counseling. 

Possible Classroom Manifestations of Deficits: 

• Has verbal outbursts
• Fights
• Curses
• Demonstrates mood swings
• Tends to be negatively influenced by peers
• Lacks initiative
• Regarded as egocentric
• Appears apathetic
• Lacks awareness of deficits
• Practices poor hygiene
• Laughs or cries uncontrollably

Possible Accommodations:

• Avoid changes in student’s routine.
• Provide choices and be flexible in expectations.
• Keep a diary and review behavior at the end of the day.
• Use social narrative to teach and reteach skills.
• Provide a time and place for mental and emotional rest/calming station.
• Contact the school counselor, social worker, or LSSP for additional assistance in developing coping/ problem-solving strategies. 

Possible Classroom Manifestations of Deficits:

• May have related pain
• May have impairments in any of the following:
  • Speech
  • Gait
  • Coordination & Dexterity
  • Respiration
  • Feeding
  • Vision
  • Hearing

Possible Accommodations:

• Be aware of medications, changes in medications, and potential side effects.
• Consult with experts (e.g., speech therapist, physical therapist, occupational therapist, school nurse) to problem-solve physical difficulties and alert to any changes. 

In summary, the educator must understand that each day may look different as the brain recovers and heals. Providing a structured setting, with consistent routines and flexibility in instruction and assessment, is a necessity. These same types of supports will be necessary in other environments, as well. The transition team might consider the possibility of in-home and parent/sibling training in an effort to provide structure, consistency, and flexibility across settings.