Presentation Accommodations

Accommodations are adaptations or changes to educational environments or practices designed to help students with disabilities to overcome learning barriers presented by their disability. Presentation accommodations allow a student with a disability to access information in ways other than standard visual or auditory means (e.g., by reading or listening). These accommodations change the way that instruction, directions, and information are presented. They provide support that allows students with disabilities to achieve the same instructional goals as students without disabilities; however, keep in mind that presentation accommodations:

Do not change the expectations for learning
Do not reduce the requirements of the task
Do not change what the student is required to learn

The table below offers examples, though not an exhaustive list, of presentation accommodations that address common barriers or challenges students experience when they access learning.

Common Barriers	Example Presentation Accommodations
Decoding text	Audio formats (e.g., audio book) Text-to-speech software Human reader
Comprehending text	Advance organizers Visual cues (e.g., color coding key information) Digital text that provides definitions Alternate formats (e.g., diagrams, pictures, hands-on activities) Previewing vocabulary
Understanding information presented orally	Alternate formats (e.g., written text, diagrams) Repeated or paraphrased information Advance organizers Note-takers
Remembering information	Visual cues Graphic organizers Repeated or paraphrased information
Identifying key information	Advance organizers Visual cues (e.g., color coding key information) Auditory cues (e.g., “This is important…”) Study guides
Staying focused or maintaining attention	Advance organizers Visual or auditory signals or prompts Organized materials Reduce visual distractions (e.g., clutter) Reduce auditory distractions (e.g., provide headphones, permit quiet time) Clear and simple directions Repeated or paraphrased instructions
Seeing standard text	Large print and or graphics Magnification devices Reduced glare Braille Text-to-speech software Audio formats Human reader Tactile materials Talking devices (e.g., calculators, clocks) Descriptive videos
Hearing information presented orally	Assistive listening or amplification devices Visual cues Advance organizers Augmentative and alternative communication (AAC) devices Sign language Captioning in videos Alternate formats (e.g., visual formats, printed materials) Note-taker Sign language interpreter Smartpen
Holding materials	Book stand Slanted desk Page holder

Several of the accommodations listed in the table above are also instructional strategies or interventions, including advance organizers, previewing vocabulary, graphic organizers, and study guides. How can teachers tell the difference between the two when they plan instruction for an individual student? As outlined in the table below, one key difference is the purpose for which each is used.

	Accommodation	Instructional Strategy
Definition	Adaptation or change in practices or educational environments (e.g., the way in which information is presented)	Instructional strategy or intervention (e.g., a reading comprehension strategy)
Purpose	Addresses a barrier presented by the disability Allows students with disabilities the opportunity to perform tasks as well as students without disabilities (i.e., levels the playing field)	Addresses a skill or knowledge deficit but does not specifically address a barrier or increase access Improves the performance of most students with or without disabilities
Example: Advance Organizer	Jayla has an auditory processing disorder and has difficulty following the information presented in class. The teacher provides an advance organizer to help her attend to the key points during lectures and class discussions. This helps address the barrier presented by Jayla’s disability.	Each week, Ms. Britton provides her science class with an advance organizer that outlines the main points of her instruction. By doing so, she hopes to improve the students’ comprehension of the instruction.

Following are examples of presentation accommodations teachers can use to help students access learning.

Example 1:

Kaden is an energetic ten-year-old boy who has ADHD. He often becomes distracted by what is going on around him and has difficulty identifying main points during instruction. To address Kaden’s challenges, his teacher decides to provide him with a graphic organizer, allowing him to better follow her instruction.

Example 2:

Rae is a clever fifteen-year-old girl who has a learning disability. Rae has difficulty identifying and remembering important information. For this reason, any time her teacher provides the class with a handout, she color-codes key information (i.e., a visual cue) on Rae’s.

Example 3:

Cierra is a six-year-old with autism spectrum disorder (ASD). She has difficulty comprehending written and oral information. To support her, the teacher provides diagrams and pictures (i.e., alternate format) to help her understand key vocabulary and concepts.

Keep in Mind

It is possible to bundle accommodations within the same category (e.g., two presentation accommodations) or from different categories (e.g., presentation and setting accommodations). However, teachers might want to start by implementing one accommodation. This will allow the teacher to collect data on a single accommodation, evaluate its effectiveness, and determine whether it is practical for use in the classroom. After effectively implementing one accommodation, the teacher can implement another that might benefit the student.