Accommodations

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

Characteristics notebook pencil

All accommodations are aimed at providing necessary supports for a student to access the curriculum and meet his/her learning potential.

What it is

Specific and individualized instructional, environmental and assessment strategies required for a student to meet curriculum expectations for a grade/course. Examples of accommodations include: extra time for tests/assignments, scribing of answers, use of assistive technology, preferential seating, chunking of information, frequent breaks and human resources. Specific accommodations are also permitted for provincial EQAO assessments. EQAO distributes guidelines yearly, regarding the permitted accommodations.

Teaching Strategies

Instructional

• Extra time for processing information;
• Oral and written instructions;
• Use of visuals;
• Photocopies of notes;
• Study guides;
• Use of manipulative or concrete materials;
• Chunking of information;
• Colour coding of information;
• Small group instruction.

Environmental

• Preferential seating (in a specific location to support student’s needs);

• Alternative work location.

Assessment

• Additional time;

• Use of a scribe for verbatim recording of responses;

• Use of computer and/or assistive technology;

• Use of a calculator;

• Prompts to return attention to task;

• Choice of assessment tasks.

Please see each specific Strategy page for specific accommodations related to student needs.

Strategies for Implementing Accommodations:

• Be specific with the accommodations that will best meet the student’s learning needs.

• Limit the accommodations to the most important in each category of instructional, environmental and assessment.

• Utilize non-teacher professional reports and recommendations.

• Develop accommodations in consultation with the student, parents/guardians and all of the teachers who teach the student.

• Ensure all teachers, parents/guardians and the student have a copy of the accommodations and understand what they mean and how they will be implemented.

• Set up a system for delivering accommodations (e.g., a folder where students can get photocopies of notes, student’s work kept in a separate holder).

• Schedule time to check in regularly with the student to ensure he/she is getting the accommodations required.

• Make contact with parents/guardians to discuss accommodations.

• The IEP box on the report card is NOT checked if a student is only receiving accommodations to access the regular curriculum.

Resources

• EQAO Testing Accommodations

Guide for permitted accommodations on EQAO testing.

• Special Education in Ontario K-12 Policy and Resource Guide, Section E

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