Does your child need other types of visual supports such as graphic organizers, an outline of the content or chapter, graph paper for math assignments, use of manipulatives, demonstration or modeling, individual or small group instruction, etc.? This emphasizes varied teaching approaches such as visual, auditory and/or multi-sensory. Where can your child sit so that the teacher is readily accessible? Where can they sit so that distractions, both auditory and visual, are minimized? Who will be the best classmate for your child to sit next to? Does your child require a quiet area to retreat in times of high stimulation or when overwhelmed? Physical arrangement of the classroom and preferential seating.How much time does your child require to complete the assignment or test? Extended time to complete the assignment or test.Here are some common accommodations made for students with Asperger’s, high functioning autism, and other related disabilities.ĭoes your child require a visual schedule? Do they need prior notice of any changes in their schedule? Does your child require transitions between classrooms before or after the other students? They do not alter in any way what the assignment or test measures.Īccommodations can be referred to as good teaching practices. Students are required to complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation.
They allow the student to demonstrate what they know without being impeded by their disability. Accommodations do not alter what the student is expected to learn but rather make learning accessible to the student. Students do not need to have a 504 plan or an IEP. Accommodations (the HOW) can be made for any student. It is imperative that parents and educators understand the difference between the two.įor many students with Asperger’s Syndrome, accommodations will be needed to access the curriculum and remain in the least restrictive environment. Parents will meet with school personnel in an ARD/IEP meeting to determine what accommodations and modifications should be implemented to best assist their child. Each child with autism or Asperger’s Syndrome is different and has their own unique needs. Some students with disabilities require accommodations or modifications to their educational program in order to participate in the general curriculum and be successful in school.
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