Classroom Adaptations
Environment
_____Consider Seating Arrangement
_____Limit high noise level
_____Control activity levels in the classroom
_____Maintain staff consistency
_____Consider small versus large group instruction
_____Limit physical obstacles
Schedule
_____Help student with organization of schedule
_____Implement memory log/assignment book
_____Encourage routines and schedules
_____May need to lengthen instructional sessions
_____Consider shortening the day
_____Student may need rest periods throughout the day
_____Schedule needs to be consistent
_____Need to be aware of unscheduled time
Instructional Methods
_____Help with study skills
_____Use simple, concrete language
_____Teach memory strategies
_____May need to analyze each task component
_____Use multiple repetition
_____Use direct instruction
_____Know child's best input and output modalities
_____Consider incidental vs. deliberate learning tasks
Materials/Task Modification
_____Adjust rate of information presented
_____Make proper adaptations for physical/motor limitations
_____Limit amount of print on a page
_____Adjust size of print
_____Consider visual Vs auditory presentation or both
_____May need to adjust rate of information presented in videos, audiotapes, computer programs
Cueing Systems
_____Utilize a "buddy" system
_____Provide cues to attend, carry through and complete tasks
_____Use paraprofessional assistance
_____Use picture or visual cues; cues on desk
_____Utilize a note-taker
_____Use assignment book/pager/other cueing system
_____Repeated or written instructions
_____Maps for navigation
Classroom/Instructional aids
_____Allow computer use
_____Calculator
_____Tape recorder
_____Positioning equipment
_____Writing aids
Work Expectations (expect quality not quantity)
_____Adjust length of assignments
_____Speed of work
_____Use of self-paced materials
_____Allow extra time to complete class work/projects/assignments
Degree of Independence
_____May need assistance in navigation
_____May not be fully independent in completing assignments
_____May need cueing to recognize needs and seek help
Flexibility
_____Child will require routine be established
_____May need orientation upon return to school
_____May have difficulty shifting tasks, instructional or testing methods
_____May have difficulty shifting from class to class
_____May have difficulty gearing down after social activity
Test Modifications
_____Provide additional time
_____Offer take-home tests
_____Allow test to be given by paraprofessional
_____Initially offer multiple choice tests (recognition memory)
_____Then trial fill in the blank (cued recall)
_____Then can go to essay (free recall)
Motivation/Behavioral variables
_____Provide as many opportunities as possible for success
_____When tasks are more difficult, prepare child ahead of time
_____Reinforcements need to clear as to type and schedule
_____Allow child choices to promote feeling of control
Social Variables
_____Allow opportunities to interact in social groups
_____May have difficulty reading social cues and responding appropriately
_____May have difficulty initiating or be impulsive in acting socially
_____May be disturbed by feelings about disability
Information adapted from:
M. Ylvisaker and T. Feeney (1998). School reentry after traumatic brain injury. In M. Ylvisaker (Ed.), Traumatic brain injury rehabilitation: children and adolescents (2nd edition) (pp.369-387). Boston: Butterworth-Heinemann.