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FOR STAFF
Student Learning Outcomes
Reports
SARCs
Summer
School College of Marin
(COM)
Marin County Office
of Education
Special
Education – County SELPA
Marin Teaching Network
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CURRICULUM
& INSTRUCTION SUPPORT
SPECIAL EDUCATION SERVICES: Teacher Handbook
CLASSROOM ACCOMMODATIONS
PACING
- Allow frequent breaks
- Vary activities often
- Provide a daily schedule in written form
- Preview and review each class lesson
- Give adequate amount of time to respond
- Provide information in contextual, manageable parts (chunking concepts)
- Allow extended time for exams if needed
ENVIRONMENT
- Student seating close to instruction
- Define limits (behavioral/physical)
- Reduce/minimize distractions (auditory/visual)
- Provide consistent structure
- Keep daily assignments posted
- Display monthly calendar with due dates and exams
- Establish system of verbal/nonverbal cues with students and/or individual
students
PRESENTATION
- Provide clear, step-by-step instructions and outline of material
- Provide specific and immediate feedback
- Remember learning styles (auditory, visual, tactile, and kinesthetic).
Encourage students to talk about their different styles
- Hands-on activities (demonstrations, experiments, projects, labs,
games, etc.)
- Emphasize critical information/key concepts
- Pre-teach significant vocabulary
- Provide study guides and allow time for review
- Simplify language in directions and outlines
- Teach content in manageable chunks
- Provide copy of class notes to student and post on website
- Use visual organizers (maps, charts, tables, webs, etc.)
- Utilize teaching assistants to help students during class
ASSIGNMENTS
- Read and provide written directions in small units
- Decrease amount (not content) of homework
- Check homework frequently and give credit if possible
- Provide a written monthly and/or weekly calendar with due dates
- Maintain assignment binder for classroom
- Use highlighted or bolded texts, and Books On Tape
- Allow for extended time if appropriate
- Communicate with parent or case manager if work is late or incomplete.
- Insist student attend office hours and utilize peer tutors
- Encourage students to use support services on campus
ASSESSMENT
- Allow extended time if needed (1.5 to 2X the regular time)
- Allow oral and/or taped tests, or allow reader for exam
- Provide study guides and allow time for review Q&A
- Explain content and format of tests (explain what makes a good answer
and why)
- Provide a word bank for important vocabulary
- Allow fact or formula note cards for exams
- Segment/chunk like information on tests
- Allow for an alternate setting (for example a resource room) for tests
to limit distractions and other pressures.
- Provide for additional needs (calculator, large spaced paper, scratch
paper, work processor, spell checker, dictionaries, etc.)
COMMUNICATION
- Daily/Weekly check-in with student
- Phone parent, counselor, or Special Ed. teacher
- Develop or maintain weekly progress report
- Consultation and/or collaboration with Special Education teacher
- Schedule periodic parent/teacher meetings
- When communicating with students who have emotional problems:
- Be respectful, and use neutral voice tone
- Be calm, clear and direct
- Be as consistent and predictable as you can
- Set clear limits, expectations, and consequences
- Notice and praise any positive steps or behaviors
- Remain calm; talk slowly and clearly
- Do not approach/touch student without his consent
- Allow the student an avenue of recovery
- Do not argue, and avoid power struggles
- Acknowledge the student’s feelings
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