• Accommodations: Instructional and Testing Supports for Students with Disabilities
Challenge
Initial Thoughts
Wrap Up
Assessment

What types of accommodations are commonly used for students with disabilities?

Page 7: Setting Accommodations

In general, instructional or testing environments should be well lit with a comfortable temperature, good ventilation, and minimal extraneous noise or other interruptions. Even under ideal conditions, however, some aspects of the environment or setting might present barriers for certain students. These students might benefit from setting accommodations, which allow for a change in the environment or in how the environment is structured. They provide support that allows students with disabilities to access the same instructional opportunities as students without disabilities; however, keep in mind that setting 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 setting accommodations that address common barriers or challenges students experience when they access or demonstrate learning.

Setting Accommodations
Common Barrier Example Accommodations
Staying focused or maintaining attention
  • Separate setting (e.g., different room for testing)
  • Different location in classroom (e.g., away from distractions such as windows or friends)
  • Preferential seating (e.g., near teacher)
  • Study carrels to block visual stimuli
  • Noise-reducing headphones
  • Individual setting
  • Small-group setting
  • Reduction of visual clutter
  • Small fidgets
Regulating behavior (e.g., is disruptive, distracts other students)
  • Separate setting (e.g., different room for testing)
  • Preferential seating (e.g., near teacher)
  • Study carrels
  • Individual setting
  • Small-group setting
Seeing text or illustrations (e.g., too far from whiteboard, glare from windows)
  • Preferential seating (e.g., near whiteboard)
  • Different location in classroom (e.g., away from windows)
  • Special lighting
Hearing information
  • Preferential seating (e.g., near teacher)
  • Different location in classroom (e.g., away from noisy areas)
Physically accessing resources or needed equipment/assistive technology
  • Different location in classroom (e.g., near electrical outlet, end of row)
  • Separate location to access equipment (e.g., computer lab)
  • Adaptive furniture or equipment (e.g., adjustable-height desk to accommodate a wheelchair)
  • Ample space for adaptive furniture or equipment
  • Larger desks or tables (e.g., to accommodate equipment)
  • Space for a service animal
  • Storage areas for equipment
  • Wide, clear aisles for easier navigation
Organization of materials
  • Visual supports (e.g., labeled storage containers, color-coded binders)
  • Checklist of needed supplies

Following are examples of setting accommodations teachers can use to help students access or demonstrate learning.

Kaden
Age: 10
Disability: attention deficit hyperactivity disorder (ADHD)

When assigned independent work, Kaden is often distracted by noise and movement within the classroom. To address this challenge, his teacher gives him a collapsible study carrel (e.g., a cardboard tri-fold) to put on his desk during independent seatwork.

Rae
Age: 15
Disability: learning disability (LD)

Rae struggles to organize her instructional materials. The special education teacher helps Rae color-code her binders to help organize necessary materials (e.g., notes, class assignments) for each class.

Cierra
Age: 6
Disability: autism spectrum disorder (ASD)

Cierra is highly sensitive to noise. The teacher gives her a set of noise-reducing headphones during independent seatwork to help her focus on her assignments.

Setting Accommodations in Action

Ms. Harbison is a kindergarten teacher. One of her students, Emma, has difficulty paying attention and staying focused in the classroom. She is easily distracted by other students and the activities around her. Ms. Harbison describes Emma as always on the go and needing to move constantly.

Listen as Ms. Harbison discusses some setting accommodations she has provided in her classroom to help Emma be more successful in participating in learning activities and in completing her work in a timely manner (time: 2:03).

Claire Harbison
Kindergarten Teacher
Nashville, TN

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