Neumann, L.
2e Newsletter
October 2004
Written by Linda C. Neumann, this article provides general advice on the best accomodations for twice-exceptional students.
Most twice-exceptional students have little difficulty grasping concepts or generating ideas. What trips them up might be writing their ideas legibly, or doing calculations accurately, or following all of the steps in the instructions.
Here’s where two federal laws come into play: IDEA (Individuals with Disabilities Education Act) and the Rehabilitation Act of 1973 (Section 504). These laws make it possible for 2e kids in public schools to have the support they need to deal with their learning disabilities or differences in the regular classroom.
Students protected under IDEA are required to have an IEP, an Individualized Education Program (sometimes referred to as an Individualized Education Plan). Teachers, parents, and perhaps other team members come together to create and later update this written plan. It documents the student’s disability along with the educational program designed to meet the student’s unique needs. Included in the IEP are annual goals and short-term objectives.
Students protected under Section 504 can also have a written plan. The contents of 504 plans tend to vary more than IEPs because there are no legal requirements for what the plan should contain or how often it should be updated. In general, a 504 plan documents the student’s disability and describes what will be done to accommodate it.
What follows is a listing of common accommodations that can be helpful to 2e students. Use this list as a starting point in creating an IEP or a 504 Plan. Or use it to spark ideas for ways to accommodate students in the classroom who might be struggling, 2e and non-2e alike.
Please note that these are general accommodations. Specific learning disabilities or difficulties will require specialized accommodations.
| Issue |
Accomodation |
| Keeping the Student Engaged |
- Minimize repetitive work.
- Provide alternative challenging activities when the class is working on content the student has already mastered.
- Use visual aids such as charts and graphs.
- Offer hands-on activities whenever possible.
- Offer alternate ways to demonstrate knowledge, express ideas, and create products (i.e., create a videotape instead of a written report).
|
| Distraction |
- Seat the student near the teacher.
- Seat the student away from the window or other distracting stimuli (i.e., air conditioner).
- Seat the student near a positive role model.
- Let the student choose the location of his/her seat.
- Avoid seating the student near specified children.
- Cue the student with a private signal to regain his/her attention.
- Stand near the student when giving instructions or presenting lessons.
- When the student is working independently, allow the use of a music system with headphones to help him/her focus.
- Provide guided lecture notes or a note-taker to keep the student from getting distracted by taking notes.
|
| Disorganization and Late or Missing Assignments |
- Teach the student to use a planner to record assignments.
- Let the student use technology to keep track of assignments (i.e., PDA or pocket tape recorder).
- Have parents and teachers review and sign the planner to ensure that assignments have been entered and work completed.
- Give frequent reminders of due dates.
- Provide or help the student develop checklists.
- Assign the student a volunteer “homework buddy.”
- Provide peer assistance with organizational skills.
- Allow the student to have an extra set of books at home.
- Send parents frequent progress reports.
- Implement a reward system for completing schoolwork and homework.
- Assign homework for a week at a time and provide that information to parents.
- Make use of e-mail to send assignments home and to allow the student to submit completed work.
- Allow extra time for completing homework without penalty.
- Reduce the number and/or length of homework assignments.
- Provide a mentor (teacher, counselor, etc.) to spend time at the end of each day to help organize papers and assignments.
- Allow time during class for desk organizing.
- Provide training in time management.
- Provide training in study skills.
|
| Test Anxiety or Difficulty |
- Provide training in how to take tests.
- Make tests oral rather than written.
- Allow extra time to complete tests.
- Allow a distraction-free place for testing.
- Reduce the length of tests (for example, by reducing the number of math problems that must be completed from 10 to 5).
|
| Incomplete, Sloppy Work |
- Provide clear and concise directions, verbally as well as in writing.
- Allow the use of assistive technology and teach the skills needed to use it (i.e., electronic keyboard and word processing skills).
- Have the student verbalize instructions before beginning an assignment.
- Provide concrete examples for homework or project assignments and clearly state expectations.
- Reduce the number and/or length of assignments.
- Have peer helpers read directions to the student and check understanding.
- Avoid penalizing the student for poor handwriting.
|
| Unwillingness to Ask for Help |
- Set up a private way for the student to indicate the need for help without having to raise his/her hand.
- Meet with the student weekly to track progress and identify problem areas.
|
| Trouble Getting Started |
- Divide a large assignment into smaller units.
- Give the student a checklist of tasks to be completed.
- Work with the student to develop time estimates for each task.
- Make sure the student has the necessary materials.
- Verify that the student understands the instructions.
- Give the student a private signal to get to work.
- Check on progress often in the first few minutes of work.
- Provide regular reinforcement and feedback.
|
| Difficulty Staying on Task |
- Seat the student close to the teacher.
- Establish the relevancy and purpose of the task.
- Use physical proximity and/or touch to help the student refocus.
- Use praise or immediate feedback to provide direct reinforcement of desired behaviors.
- Check frequently for signs of progress on assigned work.
- Use a timer to facilitate task completion.
- Allow short breaks between assignments.
|
| Inappropriate Behavior |
- Set clear expectations and consequences and adhere to them consistently.
- Avoid power struggles and the use of confrontational techniques.
- Offer the student alternatives.
- Use praise generously.
- Speak to the student in private about inappropriate behavior.
- Ignore minor inappropriate behaviors when possible.
- Monitor the student for signs of frustration.
- Provide a place in the classroom where a student can go to regain control.
- Allow the student time out of his/her seat to run errands, etc.
- Assign activities that require movement.
- Let the student stand if he/she chooses.
- Maintain frequent communication with parents, including regular reports on behavioral issues.
- Inform all personnel who work with the student of his/her disabilities and how they affect behavior.
- Structure transitional and unstructured times, such as hallway passing time and recess.
- Provide the student with formal social skills training.
- Contract with the student and provide rewards for completing the contract.
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Permission Statement
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