Learning Accommodations Finder:  Environmental/Distractions

This report lists selected accommodations in one column and research citations for each in the next column. A third column includes a space to write notes.

 	Accommodation	Research Citation	NOTES	
❑	ARRANGE CLASSROOM SEATING. Arrange classroom seating to elicit the desired student behavior: (1) to promote higher rates of student engagement and on-task behavior, arrange seats in traditional rows facing the instructor; (2) to promote discussion and student questions, arrange seats in a semi-circle.	Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75.	
	
❑	CREATE LOW-DISTRACTION WORK AREAS. For students who are off-task during independent seatwork, set up a study carrel in the corner of the room or other low-distraction work area. The teacher can then either direct the distractible student to use that area whenever independent seatwork is assigned or can permit the student to choose when to use the area.	U.S. Department of Education (2004). Teaching children with attention deficit hyperactivity disorder: Instructional strategies and practices. Retrieved  fromhttp://www.ed.gov/teachers/needs/speced/adhd/adhd-resource-pt2.doc	
	
❑	DIRECTIONS: ASSIGN A BUDDY. Assign a study buddy who is willing and able to repeat and explain directions to the student.	Beech, M. (2010). Accommodations: Assisting students with disabilities. Florida Department of Education. Retrieved from http://www.fldoe.org/ese/pdf/accomm-educator.pdf	
	
❑	PROVIDE APPROPRIATE OUTLETS FOR PHYSICAL MOVEMENT. To accommodate the student who is fidgety or has a greater need than peers for physical movement, negotiate with the student appropriate outlets for movement. For example, the teacher and student may agree that it is acceptable for the student to stand when completing independent work at his or her desk.	Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10.	
	
❑	PROVIDE CLASSROOM STORAGE SPACE. Provide the student with a section of shelf or container in the classroom to store work materials required for class.	Beech, M. (2010). Accommodations: Assisting students with disabilities. Florida Department of Education. Retrieved from http://www.fldoe.org/ese/pdf/accomm-educator.pdf	
	
❑	USE PREFERENTIAL SEATING. Seat the student in a classroom location that minimizes distractions and maximizes the ability to focus on the teacher’s instruction. When possible, the student should be consulted and offered two or more seating choices. Also, preferential seating should be presented as a support, not as a punitive response to student misbehavior or inattention.	International Dyslexia Association. (2002). Accommodating students with dyslexia in all classroom settings. Retrieved from http://www.interdys.org/