Partnership for Extraordinary Minds

Montgomery County Public Schools, Maryland (MCPS)

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"... the most important considerations in devising educational programs for children with autistic spectrum disorders have to do with recognition of the autism spectrum as a whole, with the concomitant implications for social, communicative, and behavioral development and learning, and with the understanding of the strengths and weaknesses of the individual child across areas of development."
—Educating Children with Autism, 2001

MCPS
Accommodations

An accommodation allows a disabled student to complete the same tests and assignments as his non-disabled peers, but with changes in timing, formatting, setting, scheduling, response and/or presentation. Accommodations are intended to minimize or even eliminate the effects of the student’s disability. In essence, they level the playing field so a disabled student is given more equal footing with his non-disabled peers.

Accommodations are available to a student who has an Individual Education Plan (IEP) or Section 504 Plan. Specific accommodations are chosen to meet each student’s individual needs and are determined by the IEP Team. Whenever possible, it is important to ask the student which accommodations would be helpful, and to include him in the discussion.

Download the 2012 Maryland State Department of Education Accommodations Manual

Accommodations are commonly categorized in the following four ways:
Presentation Accommodations, see page 5-1 in the MSDE Accommodations Manual
Response Accommodations, see page 5-13 in the MSDE Accommodations Manual
Timing and Scheduling Accommodations, see page 5-23 in the MSDE Accommodations Manual
Setting Accommodations, see page 5-29 in the MSDE Accommodations Manual

Below are accommodations that have been helpful for students on the autism spectrum.

Sensory Processing

Using a "sensory diet" throughout day
Providing seat cushion for attention and postural control
Providing slant board for desk work
Allow student to stand (if necessary) to complete work
Providing hand-over-hand support for fine motor activities
Allow motor breaks throughout the day
Using multi-sensory cues

Behavior Management

Using visual cues (PECS, words, charts, cards) to review rules
Using daily visual reinforcement program for self-monitoring
Providing immediate feedback using verbal or gestural cues
Using token board or behavioral contract
Using a coping card with behavioral coping options
Using prompt hierarchy (emphasizing visual and gestural prompts rather than verbal

Comprehension

Using visual aids (PECS, words, cards, charts) to augment comprehension
Modifying lessons to emphasize essential concepts for master

Reading and Handwriting

Human reader
Audiotapes
Books on tape
Recorded books
Providing keyboard to take notes
Scribe
Providing Electronic Note-takers
Providing Word Processors or Alpha-Smart for writing

Attention, Organization, Work-Study Skills

Have student repeat back directions
Provide task analysis for multi-step tasks
Break large chunks of work into smaller parts
Using graphic/visual organizers (e.g., organizational, attentional issues)
Providing notes for lessons in (subject)
Providing outlines for lessons in (subject)
Using visual cues (PECS, words, charts, cards) to review schedule, expectations
Ensuring that student writes homework assignments legibly
Ensuring student has homework assignments and materials before departure
Providing study carrel for independent work
Providing dividers for independent work
Providing preferential seating
Providing seating away from distractions
Providing seating away from doors (e.g., hallway traffic, noises)
Providing seating without visual distraction in visual field (windows, etc.)
Structuring for minimal auditory distraction
Providing task analyses; breaking down goals into small steps
Using manipulative materials to increase participation in learning experience
Providing peer tutoring/paired work assignment

Social Maturity and Reasoning

Using social stories
Providing role modeling (e.g., social skills)
Providing peer modeling from socially competent peers
Providing adult modeling
Providing social skills training during recess and free time periods

Emotional and Self-Regulation

Designating a "safe" or "quiet" place in classroom
Using a "break" card for breaks
Using visual markers, tape, etc. to designate boundaries
Modifying length and content of assignments
Decreasing work load for school work or homework

Improving the educational experiences and outcomes of students on the autism spectrum in grades K-12

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