Boy age 14
Freshmen in high school
[Child] has documented problems in the following areas that impact his learning:
• Difficulty in reading and writing comprehension
• Learning disabilities in expressive language skills (written and verbal)
• Short-term memory deficits
• Learning disabilities in organizational skills
• Delayed language processing times
• BiPolar Disorder and Central Auditory Processing Deficits
We therefore request the following accommodations be made:
1) [Child] should be strongly encouraged to use his Assignment Notebook. Actively and continuously teach [Child] note taking, organizational, and study skills. This should include test dates, specific assignments or class work, extra or additional classes, labs, lessons, tutoring sessions, etc. Any missing work or assignments should be noted in his assignment notebook.
2) Provide study sheets or study guides at the beginning of each class period (such as a copy of any overheads to be used), because [Child] has difficulty taking notes and processing information while listening. A photocopy of the teacher's lecture notes may be all that is needed. In some situations a note taker may need to be provided. Study guides for final exams need to be given to him at least a week in advance (2 weeks preferred).
3) All assignments are to be in clear written form, on an assignment sheet he can take home. The only exception would be a short assignment written out in clear form, with time allowed to copy it accurately and verified by the teacher or study-buddy.
4) Assign [Child] preferential seating, near good role models, preferably second row, center. Allow him to move to a study corral, or to move his desk away from distracting areas and kids. Assign [Child] to group projects with good role models, or allow him to work on a modified version on his own.
5) Do not surprise [Child] with questions that require an immediate response. No pop quizzes. He does not process thoughts (expressive language) well when surprised.
6) Allow [Child] the use of a computer for any assignment, test, or project of more than a few written sentences. Allow him the use of a calculator for all math problems.
7) [Child] will be allowed untimed testing and to take tests in a distraction free setting. Allow [Child] to use scratch paper or to work directly in test booklets. (I leave this to you and [Child] to decide when it is necessary.)
8) Grade [Child]'s tests on subject area only. Tests should be typed, clear and easy to read. Do not mark down his grades for grammar, spelling, neatness, etc. unless the testing is specifically for that subject area. For example: grammar counts on a grammar test. (Correcting these areas are fine, and very helpful, just don't reduce his grade.)
9) Provide a duplicate set of books for use at home.
10) If [Child] is missing materials for class allow him to gather what he needs without penalty.
[Child] has trouble with social immaturity and "cluelessness," and may respond inappropriately at times. It is best to intervene early, when trouble first appears. Please be careful not to embarrass or humiliate him, especially in public.
Any staff member who has ongoing contact with [Child] needs to be made aware of these disabilities and accommodations, as well as others who may impact his behavior or grades.
If you need further information on BiPolar, CAPD or any of [Child]'s disabilities, we have plenty of information we would be glad to share, including web resources, book lists and handouts.
A weekly update of both behavioral and academic status should be emailed to parents.
copyright (c) 2003 by Kelly Trainor