Setting Accommodations

Instructional and testing accommodations are generally grouped into four categories:

In each of these, the accommodation is designed to help the student to demonstrate his or her knowledge. Keep in mind, though, that accommodations should be individualized and not based on a specific disability category. Additionally, some of these accommodations can be bundled—that is, used in combination—depending on a student’s individual needs.

Setting accommodations allow for a change in the environment or in how the environment is structured. Instructional or testing environments should be well lit with a comfortable temperature, good ventilation, and minimal extraneous noise or other interruptions. The table below includes some examples of possible setting accommodations.

Guiding Questions for Teachers

When teachers consider whether students might require setting accommodations to access the general education curriculum or for taking tests, they should ask themselves some guiding questions. For example, does the student:

• Have difficulty regulating his or her behavior?
• Have a hard time navigating the environment?
• Have trouble focusing his or her attention in large-group settings?
• Perform better when reading and thinking aloud?
• Need access to the part of the classroom with the best lighting?
• Need access to a computer?
• Use assistive technology or other equipment (e.g., a digital print magnifier) requiring a table with a larger surface than the standard classroom desk?
• Require access to adaptive furniture (e.g., a standing work station)?
• Use a wheelchair or walker, which requires that classroom aisles be kept clear?