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Target Areas of Learning
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learning diversity
Accommodations

Below are lists of accommodations for diverse learning styles and abledness. Teachers
may want to peruse all the sections for accommodations, as every child’s needs, whether
identified or not, are unique. It does not matter where an educator finds a strategy if it works
to support the child in the process of learning successfully. The role of a teacher is to be the
primary support system for children in the process of learning successfully.
As Mel Levine’s work (Schools Attuned, teaching by profile) has shown, not all learning
needs are the same, even if the children in question have the same diagnosis. Certainly
many accommodations are frequently applicable,  the not necessarily universally
appropriate.
ADHD:  Attention Deficit Hyperactivity Disorder (ADD, ADHD &  Behavioral
Problems): characterized by distractibility, unusually high energy, poor impulse control,  
lack of concentration, inattention, day dreaminess; in a structured environment (i.e.,
classroom) social skills and the ability to relate to others are often impaired due to lack of
ability to self manage behavior.
General Accommodations:
“Catch child being good” to reinforce desired behaviors; use positive reinforcement
(praise) when child behaves appropriately: staying on task, working well with
others, sharing, cooperating, cleaning up, negotiates courteously, treats other’s ideas
with respect, does not blurt out during group discussion,  generally show self control;
Use positive reinforcement when child works well with a partner
Check on child often, reward increments of achievement
Have the child act as your helper, setting up or cleaning up activity
Present activity after child has had time playing outdoors
Present activity in a less distracting small group situation to keep energy level in
control
Use direct teaching: go over task step-by-step to be sure child understands the task;
If necessary, before presenting the instructions to the entire class, go over instructions
for task using simplified language, to be sure child understands what to do
Ask the child to repeat the directions/ instructions for an activity, to insure
comprehension
Ask the child to repeat the guidelines for the activity, to make sure that the rules are
understood such as “raise your hand to speak”, “Allow others to speak”
Explain the activity in short, direct sentences, making sure the child maintains eye
contact
Review/reteach classroom rules on a regular basis
Use a “designated centers” time so that child will neither avoid nor dominate magnet
center during free play
The level of supervision may need to be increased with high energy activities
Set the activity up so the child has maximum opportunities to use physical energy
Be sure to set out materials in an orderly fashion that invites maintenance of the room
organization
Limit the numbers and types of  crafts materials to avoid sensory overload
Place group in which child is participating away from open doors, windows, busy
bulletin boards which may distract child from task at hand
Keep activities shorter at first so child will feel a quick sense of accomplishment
 For activities that require much clean up, Allow a longer clean up / transition time
Present a  messy activity in an environment wherein messes aren’t a crisis and are easy
to clean up
Use old tee shirts as smocks over child’s clothes for freer play with messy activities
Lower the ratio of children to adults when necessary
Use more supervision when child is using laminator or stapler
Pair child with another child for opportunities for cooperative play
Have child work in a group of calmer, less impulsive individuals
Check on children often, to support and encourage appropriate behavior
When doing group work, have this child work with only one other child to Allow many
chances to participate
Offer a smaller selection of materials
Allow child to get up, stand, move around when not distracting or disturbing to others
Allow the activity to go on a little longer if child becomes engaged in it
Offer more time, when necessary,  or break activity up into several smaller sessions to
help the child to fully focus on the task at hand
Offer adapted tools when necessary
If child has comments or observations to share, give the child the feeling those
comments are worthy, take a few moments, it will build self esteem, and the time
shared is the best reward for an ADHD child
Consider reducing the number of vocabulary words introduced
Welcome silliness, when possible,  as it will ease sense of pressure/performance anxiety
If an invitational event is being created, Offer child tasks that require a high level of
energy
Place splat mats under tables of ingredients or have activity in an area where
accidental spills are easily cleaned up
Remind and use positive reinforcement when child slows pace in cutting and
laminating processes
Remind child of the manner in which the laminator is to be used, request that child
repeat instructions back to teacher or supervisory adult
Allow child to laminate in a lower ratio, small group supervisory structure
Fine Motor Activities:
Offer a carrel to reduce distractions
Decrease number of vocabulary words to know, to write
Allow child and partner to work within a carrel to reduce distractions
Allow more time for child to complete activity
Allow child to work on a tray to manage materials
Allow child independent time to write/draw observations in note book
When painting, fill paint dishes with smaller amounts of paint
Make sure glitter glue pens are unclogged and have an adequate flow of glue to prevent
glue splatter caused by frustrated student
Explain how to open and close containers and jars for craft materials (ie paints, glitter
glue pens, glue bottles, etc.)
For scooping activities, Offer a wider mouthed plastic jar, perhaps an automotive oil
funnel or a scooper that has a narrowed pouring end
Offer wired ribbon for easier tying and reduced frustration level, if fine motor skills are
still emerging
Gross Motor Activities:
Present activity in a small group situation so that child has plenty of room to be self
expressed without interfering with other children
Ask the child to repeat the rules of the game, to make sure that the rules are understood
Make certain that there are sufficient “best” props to go around
Select music with a cadence that will not over stimulate child
Use positive reinforcement when child behaves appropriately with others by Allowing
others’ personal space, not bumping into others intentionally or otherwise, sharing
props and space fairly
Focus on using teaching methods that involve more activity: singing, dancing,
dramatizing, playing games
Developmental Delays (including mental retardation): characterized by slowed
development in all areas which include  the cognitive, physical coordination of both fine and
gross motor skills, emotional maturity and social skills; these may be exhibited by difficulties
in learning new skills, short duration of attention, high distractibility, & difficulty
understanding verbal directions and missing social cues;
General Accommodations:
Explain the activity using short simple phrases
Go over task more slowly, step-by-step and check for comprehension
Ask the child to repeat the directions/ instructions for an activity, to insure
comprehension
Demonstrate activity to class, but in close proximity to child
If necessary, before presenting the instructions to the entire class, go over instructions
for task using simplified language, to be sure child understands what to do
When working with entire class debriefing an experience, call on the child as one of the
first: this child may have only one or two possible responses, Allowing child to
contribute will help build confidence and self esteem
Offer more time
Teach and review in a small group setting
Make sure eye contact is made when teaching and reviewing
Check in with child frequently to note progress with projects, to assess if additional
guidance might be needed
When reading to child, be sure to read slowly and clearly
Model the project from start to finish for the whole group, & for the child repeat the
modeled instructions as needed
Model actions to be taken, simplifying the activity whenever possible
Model activity using photographs or realia
Use simplified language when giving directions & praise
Limit the numbers and types of  crafts materials to avoid sensory overload
Give authentic praise frequently for incremental achievements
Use positive reinforcement as the child succeeds in following instructions, counting,
creating patterns
Allow the child to work with simpler patterns
Lower the ratio to 1 teacher to 2 or 3 children
Have child work collaboratively with a gentle peer with higher competency as a
partner
Allow child and “buddy” to play at centers for cooperative play and work
Check on children often, to support and encourage appropriate behavior
Allow this child to correct his work first
Allocate more time for activity, when necessary
Keep activities shorter at first so child will feel a quick sense of accomplishment
Simplify vocabulary being introduced
Introduce fewer words each session
Allow child to work with selected materials on a tray
Place activity inside a large baking pan or aluminum roasting pan to contain spills
Place needed materials where they may be  easily viewed and accessed by the child
For an invitational event: have child help with small tasks that the child will find
rewarding and that will build self esteem
Place splat mats under tables of ingredients or have activity in an area where
accidental spills are easily cleaned up
Present messy activities in an environment wherein messes aren’t a crisis and are easy
to clean up
Use old tee shirt as smock over child’s clothes for freer play with messy activities
Give children sufficient time to explore materials
Have smaller work groups
Allow child to function as a helper
Simplify tasks: ask child to sort for less complex types of criterion; break activity down
into smaller incremental steps rather than attempting to  accomplish too much in one
session
Respond to suggestions from child with developmental delays first,  as child may have
come up with only one or two ideas
Lower the ratio: use additional supervision when child is using laminator or stapler
 Use adapted tools; for larger materials to be laminated, use menu size laminator
pouches (this may require a larger laminator)
Fine Motor Activities:
Make crafting projects on a larger scale with less detail
Use adapted tools such as padded scissors and glue dispensers, larger, stubby tools, tools
with large hand grips
Guide child’s hand if cutting is a skill in the early stages of development (only if
necessary)
Offer materials in larger sizes and shapes that are easier for the child to manipulate
Use larger letters to trace
Simplify words for spelling or vocabulary
Offer a reference card that has vocabulary words on it so child can include those word in
writing activities
Use primary picture paper for pages of journal for easier journaling
Offer large size graph paper for math and planning activities
consider having child’s journal in a three ring binder so child can write on individual
sheets of paper
When painting, fill paint dishes with smaller amounts of paint
Use larger printed out letters so child can cut them out easily
Assembling project becomes too frustrating for child, assist child to assemble with hand
over hand method (teacher’s hand over child’s hand)
Make sure glitter glue pens are unclogged and have an adequate flow of glue to prevent
glue splatter caused by frustrated student
Explain how to open and close containers and jars for craft materials (ie paints, glitter
glue pens, glue bottles, etc.)
Provide easy to hold utensils, cleaned plastic quart jar, large size crayons to maximize
independence
For pouring activities, Offer a small watering type can for easier dispensing
For scooping activities, Offer a wider mouthed plastic jar, perhaps an automotive oil
funnel or a scooper that has a narrowed pouring end
Offer wired ribbon for easier tying if fine motor skills are still emerging
Use Nancy bottles instead of eye droppers for dispensing colors for activities
Gross Motor Activities:
Using an appropriately adjusted vocabulary level, teach and reteach any vocabulary
words from the activity individually or in small groups including lyrics, music genres,
names of props, names for movements and movement patterns such as jumping,
spinning, skipping, walking, as well as names for body parts such as arms, legs, head
and laterality
Skipping, walking, as well as names for body parts such as arms, legs, head
Use modeling to communicate vocabulary: e.g.: when jumping, say the word jump
When appropriate, have children say the words for their movement as part of the
activity
Present movement activities in a small group
Autism Spectrum Disorders (including Pervasive Developmental Disorder):  
characterized by slowed language acquisition & echolalic speech (repetitive speech patterns),
a need for consistent structure, a very high sensitivity to sensory input; evidence of
impairment of social skills; adverse reactions to sensory input (i.e., bothered by touch, loud
sounds); behaviors more appropriate to younger child; wide intelligence ranges exhibited;
General Accommodations:
Have magnet center set up in class at the beginning of the school session with
photographs of teacher and other staff  so that the  center and the  teachers become
familiar
Explain the activity using short simple phrases
When giving instructions, maintain eye contact with child
Go over task more slowly, step-by-step and check for comprehension
Ask the child to repeat the directions/ instructions for an activity, to insure
comprehension
If necessary, before presenting the instructions to the entire class, go over instructions
for task using simplified language, to be sure child understands what to do
Demonstrate the activity in advance steps-by-step using realia, photographs for child
Present activity more than once; use as part of  centers routine; this Allows the child to
observe activity, and gives the child time to warm up to activity
To foster familiarity with materials,  Offer opportunities to work with various media
before presenting this activity
Allow child to become accustomed to the activity by observing others initially, perhaps
even doing task with child a day later when it seems more familiar
Allow child and “buddy” to play at centers for cooperative play and work
Limit the numbers and types of crafts materials to avoid sensory overload
Inform child about activity in advance
Demonstrate the activity in advance steps-by-step using realia, photographs or videos
Make sure eye contact is made when teaching and reviewing
Break activity down into several smaller activities
Keep activities shorter at first so child will feel a quick sense of accomplishment
Simplify task: ask child to sort for less complex types of criterion
Reduce the number of letters, numbers, words so selection becomes easier for the child
Offer a more limited selection of art and craft materials, being sure to include types of
materials the child particularly likes
Use positive reinforcement when child participates;  notice child’s incremental
achievements
Have activity on the calendar and present the activity later in the week so child can
become comfortable with the idea
If child is sensitive to odors, eliminate using the herbal plant matter from the activities
If child has tactile sensory issues, have sensory activities available in the water table or
in plastic basins daily so that the introduction and play with sensory materials is a part
of the daily routine
Allow child to investigate substances in the child’s own time: children with autism
make an  approach sensory materials cautiously
Place small amounts of plain cornstarch and the oobleck in plastic bowls do develop a
sense of familiarity with the oobleck
Have moist towelettes or a damp cloth available in case child becomes overwhelmed by
the sensory experience
Have the materials that will be used in upcoming projects available in the classroom so
child has an opportunity to see, touch and become accustomed to them; this creates a
familiarity that help to reduce anxiety in the child regarding new activities;
Have activities requiring planning and assembly as part of the regular class routine,
Allowing child to become accustomed to the type of activity
Adjust the duration of the activity for each session if it appears the child is more or less
engaged with it, and have another activity as back up
Simplify vocabulary being introduced
Introduce fewer words each session
Use larger size fonts with language work
Lower the ratio of teachers to children
Teach and review in a small group setting
Reteach as necessary, modeling to  the class, with particular emphasis on connecting
with the child with autism
Have child work with “buddy” instead of small group
Have child work with regular “buddy” to create a sense of familiarity with classroom
and activities (if possible, use the same peer for the child’s buddy throughout the
semester or school year for additional familiarity,  as autistic children resist change)
Partner up child with a compatible peer so that  there are increased opportunities for
building socialization skills and language development
Check on children often, to support and encourage appropriate behavior
Place splat mats under tables of ingredients or have activity in an area where
accidental spills are easily cleaned up
Offer more time for clean up when working with messy projects
Offer more time for transitions from one activity to the next
If child seems to prefer playing with particular substances, Offer those substances more
frequently
Have additional water tables, to Allow all children opportunities to play with tables,
while concurrently Allowing additional play time for child with special needs
Use old tee shirt as smock over child’s clothes for freer play with messy activities
Offer more time if child becomes engaged by activity
Allow child to wear some kind of gloves, particularly if child has strong sensory issues
Fine Motor Activities:
Allow child to work with softer materials if planned materials would pose a sensory
challenge
Offer adapted tools such as larger scissors, glue dispensers, chunky writing and drawing
implements, if necessary
Adjust size of crafts materials such that they are easily manipulated by the child
Simplify words for spelling, vocabulary and writing, if necessary
 If name is long or complicated, shorten for purposes of writing activities
Use primary picture paper for pages of journal for easier journaling
Use pocket chart with words likely to be used in journal near child for easier reference
(copying)
When painting, fill paint dishes with smaller amounts of paint
Make sure glitter glue pens are unclogged and have an adequate flow of glue to prevent
glue splatter caused by frustrated student
Explain how to open and close containers and jars for craft materials (ie paints, glitter
glue pens, glue bottles, etc.)
Provide easy to hold utensils, cleaned plastic quart jar, large size crayons to maximize
independence
Offer wired ribbon for easier tying and reduced frustration level
For scooping activities, Offer a wider mouthed plastic jar, perhaps an automotive oil
funnel or a scooper that has a narrowed pouring end
Gross Motor Activities:
Using an appropriately adjusted vocabulary level, teach and reteach any vocabulary
words from the activity individually or in small groups including lyrics, music genres,
names of props, names for movements and movement patterns such as jumping,
spinning, skipping, walking, as well as names for body parts such as arms, legs, head
and laterality
When appropriate, have children say the words for their movement as part of the
activity
Have playing music and dancing part of the daily routine
Offer fewer props, but be sure the child’s favorites there
If the child seems to respond to specific or a specific genre of music, use that music
regularly
Check to make sure volume, cadence is not disturbing to child
Have child dance in small group settings in proximity to “buddy”
Visually Impaired: including reduced quality of vision and the ability to use visual stimuli
and information in the process of learning; may range from a need for corrective lenses to
total blindness; may be associated with other special needs such as hearing loss, mental
retardation or cerebral palsy.
General Accommodations:
Be cognizant of the possible variations of the lighting conditions in the classroom; these
may change during different times of the day, and can adversely affect the child’s
performance of daily activities; i.e., Offer alternate places to sit if glare is a potential
problem, classroom lights may be brightened or dimmed as needed;
Use brightly colored materials
Make labels for classroom furniture in bright, high contrast letters in a large size
When writing letters to be traced, use a very wide tipped black marker on white card
stock (for highest contrast)
Allow child with visual impairment to have the first ( or early) turn in an activity
Allow child to function as a helper
Have child work with a gentle peer with higher competency as a partner
Allow child and “buddy” to play at centers for cooperative play and work
Check on children often, to support and encourage appropriate behavior
Allow child to touch physical items when teaching new vocabulary words
Offer the child a magnifying glass, hand held or on a stand (similar to the ones used for
needlework,  found in craft stores)
If necessary, before presenting the instructions to the entire class, go over instructions
for task, to be sure child understands what to do
For activities that require much clean up, there should be a longer clean up / transition
time Allowed
Place splat mats under tables of ingredients or have activity in an area where
accidental spills are easily cleaned up
Use old tee shirt as smock over child’s clothes for freer play with messy activities
If child has tactile sensory issues, have sensory activities available in the water table or
in plastic basins daily so that the introduction and play with sensory materials is a part
of the daily routine
Place small amounts of plain cornstarch and substances such as  oobleck in plastic bowls
to develop a sense of familiarity
Allow child to investigate substances in the child’s own time: children with visual
impairments make approach sensory materials cautiously
Have moist towelettes or a damp cloth available in case child becomes overwhelmed by
sensory experiences
Adjust lighting to reduce glare
Journaling can be dictated to teacher, paraprofessional, volunteer
Break the activity up into several sessions, if necessary to make the activity more
manageable for the child
 Demonstrate the activity in advance steps-by-step using realia photographs for child
When presenting activity to the class, use visual images to demonstrate the Process of
the activity
Teach and review in a small group setting
Lower the ratio: use additional supervision when child is using laminator or stapler
 Use adapted tools; for larger materials to be laminated, use menu size laminator
pouches (this may require a larger laminator)
Allocate more time for their activity if necessary, to Allow the child to complete work
and feel successful
Change the point size on the font on the computer such that the child can read the text
independently
Change the background on the computer to provide the appropriate contrast for easier
reading
Use large print encyclopedias and dictionaries
Place materials in the classroom so that they are easily within the range of view of the
child with a visual impairment
Offer child a task for invitational event that plays to child’s strengths and builds self
esteem
If outdoors,  move the water table or the activity, etc.,  to a shady area, if possible
For pouring activities, Offer a small watering type can for easier dispensing
Fine Motor Activities:
Adjust lighting so child has optimal vision (reduction of glare)
Make crafting projects with larger materials involving less detail
Have child work with a partner for projects requiring very fine hand work
Offer materials in sizes and colors that are easy for child to see and manipulate
Provide easy to hold utensils, cleaned plastic quart jar, large size crayons to maximize
independence
Use a standing magnifying glass so child can better see the activity or experiment
Offer larger sized materials: paper, writing or drawing  implements ( graph paper can
be made larger using a photocopy machine)
Offer large size graph paper for math and planning activities
Use pocket chart with words likely to be used in journal near child for easier reference
(copying)
Let child’s hands follow teacher’s hands, while teacher demonstrates an activity
Guide child’s hand if necessary, with hand over hand method with cutting, writing,  
etc.
Allow child to make a simpler designs, using fewer and larger pieces
For scooping activities, Offer a wider mouthed plastic jar, perhaps an automotive oil
funnel or a scooper that has a narrowed pouring end
Offer adapted tools such as easy scissors, padded or finger grip glue dispensers, larger
winding cards, larger writing tools, ruler with bolder print numbers,  and art media
(e.g., larger crayons, dot bottles)
Offer the child a magnifying glass on a stand (similar to the ones used for needlework,  
found in craft stores)
Make sure glitter glue pens are unclogged and have an adequate flow of glue to prevent
glue splatter caused by frustrated student
Explain how to open and close containers and jars for craft materials (ie paints, glitter
glue pens, glue bottles, etc.)
Use larger sized, bold print on white, matte card stock for the words to be read or traced
Journaling can be dictated, or primary picture paper may be used for the child’s
journal for easier writing and drawing
Offer adapted tools (e.g., measuring cups ) with larger identifying marks in bold simple
script
Simplify words for spelling, vocabulary and writing, if necessary
Use larger size fonts
Offer larger bowls, spoons for their use
Offer wider mouthed funnels and sand toys
Offer wired ribbon for easier tying
Use Nancy bottles instead of eye droppers for dispensing colors for activities
Gross Motor Activities:
Adjust lighting so child has optimal vision
Set up environment so it is free of obstacles
Present movement activities in a small groups
Allow sufficient space such that the child is less likely to be startled by movements
peripherally, outside of visual range, or from behind
Have child work with a fully sighted “buddy”
When activities are outdoors,  Allow the child to wear sunglasses and/or a wide
brimmed hat
Offer binoculars to observe animals
When playing games and other physical activities,  partner child with teammates who
are more skilled; coach teammates to make sure that  child with visual impairment has
opportunities to play
Orthopedic Impairments:  (including cerebral palsy, spina bifida, polio, seizure
disorders, arthritis, and/or resultant impairments from physical injuries):
Characterized by limited physical mobility in gross and/or fine motor coordination; child
may exhibit difficulties in writing, sitting, standing, walking, holding head up, etc.; may be
prone to fatigue;
General Accommodations:
Make sure child is positioned comfortably, and check on the child from time to time
Explain the activity using short simple phrases while making eye contact
Model activity using photographs or realia
if necessary, before presenting the instructions to the entire class, go over instructions
for task, to be sure child understands what to do
Keep activities shorter at first so child develops confidence and a feeling of success more
quickly
Allocate more time for activity, when child is engaged in it
Offer more time to complete task, and for clean up if necessary  
Adjust furniture or position materials to make activity easy accessible to student
Present activity in a small group setting
Teach and review in a small group setting
Request that child’s group Offer orthopedically impaired child a choice of task
Give child the task in the classroom which will Offer the most success
Use old tee shirt as smock over child’s clothes for freer play with messy activities
Place splat mats under tables of ingredients or have activity in an area where
accidental spills are easily cleaned up
Present messy activities in an environment wherein messes aren’t a crisis and are easy
to clean up
For an invitational event: have child help with small tasks that play to the child’s
strength, that the child will find rewarding and that will build self esteem
Allow child and “buddy” to play at centers for cooperative play and work
Check on children often, to support and encourage appropriate behavior
Place activity on a tray for easier individual access;
Have moist towelettes or a damp cloth available in case child becomes overwhelmed by
sensory experiences
Use bowls with suction cups on the bottom to stabilize them
Fine Motor Activities:
Allow child to work individually or with a partner
Allow child to use a tray to contain work materials
Offer adapted tools such as scissors, padded or finger grip glue dispensers, larger
winding cards;
Offer larger eating utensils,  spoons and bowls with suction cups on the bottom for better
stability;
For writing: use a clip board with alligator clips on the bottom to secure journal paper
Use primary picture paper for pages of journal for easier journaling
Offer large size graph paper for math and planning activities
Use pocket chart with words likely to be used in journal near child for easier reference
(copying)
Consider having child’s journal in a three ring binder so child can write on individual
sheets of paper
Provide easy to hold utensils, cleaned plastic quart jar, large size crayons to maximize
independence
Simplify words for spelling, vocabulary and writing, if necessary
Use larger size fonts
Adjust materials and projects to a size which child can manipulate easily
If child’s hands and fingers lack strength or flexibility,  guide the child using the hand-
over-hand method
 Guide child’s hand if cutting is a skill in the early stages of development (only if
necessary)
Make sure glitter glue pens are unclogged and have an adequate flow of glue to prevent
glue splatter; give assistance when needed
Explain how to open and close containers and jars for craft materials (ie paints, glitter
glue pens, glue bottles, etc.) give assistance when needed
Use padded or thicker stirring tools for easier grasping
For scooping activities, offer a wider mouthed plastic jar, perhaps an automotive oil
funnel or a scooper that has a narrowed pouring end
Fill paint dishes with smaller amounts of paint
Offer wired ribbon for easier tying if fine motor skills are still emerging
Use Nancy bottles instead of eye droppers for dispensing colors for activities
For pouring activities, offer a small watering type can for easier dispensing
Gross Motor Activities
Set up environment so it is free of obstacles
Make sure there is sufficient room so child will not be bumped
If child lacks mobility or strength to move independently, gently assist child in
movement, being sensitive to child’s movement cues
Assist child in holding materials when assistance is needed
When doing movements activities, adjust tempo of music to accommodate child’s
movement range
Gifted and Talented Enrichments (GATE): characterized by cognitive ability more than
10% above average,  completes tasks quickly, requires additional enrichments to sustain
interest in classroom material; may exhibit challenges in social interaction and area of
physical fitness; to become successful, well-rounded, they may need encouragement to work
well with others and to develop skills outside of academic gifts;
General Accommodations
Introduce greater number of vocabulary words
Introduce more challenging vocabulary
Have children chart  multiple experiments on a bar graph
Extrapolate possible outcomes for related activities and materials
Ask the child to draw analogies / similarities between projects they have created, or
aspects of their own lives, and that of other historic times,  other cultures, stories and
mythology;
Present theatrical activities using selected language being studied
GATE children may have an aptitude for acquiring and speaking language.  
Enrichments would be related to the type of activities selected to introduce these
languages.  
Introducing languages new to child may be a sufficient enrichment
Ask child to invent games or songs using selected language
Ask child to describe the smells experienced from the herbs in writing or drawings
Make an activity more fun and challenging by using a timer to see how quickly child
can correctly complete a puzzle, place words or letters, find something in the classroom,
etc.
Ask child to predict outcomes prior to finishing activity, to attempt to figure out how
the process worked based on own ideas and research
Allow child additional time or Allow projects to be done over several sessions so that
more intensive work may be done (ie. more research, more detail)
Offer child a task for invitational event that plays to child’s strengths and builds self
esteem
Allow child to do an activity, and then experiment by using other materials (ie. using
other liquids instead of water to make oobleck: milk, juice, vinegar, borax or liquid soap
dissolved in water and so forth)  and observe the results
Ask child to find out rules of debate and explain them to the class
Fine Motor
Offer more complex patterning
Offer unusual materials that can be integrated into their projects and crafts
Offer more interesting vocabulary and spelling words for journal writing
ask child to document data using a bar chart or venn diagram
Gross Motor
When doing movement activities, offer music with more complex tempos and patterns
Ask child to invent movement patterns to match musical patterns
Ask child to invent movements that (for the child) fit the music
English Language Learners (ELL):  students for whom English is not the native language;
English may/may not be spoken in the home, as the parents may or may not speak English;
child is generally immigrant or first generation American born
General Accommodations:
Explain the activity using short simple phrases, being sure eye contact is made
If necessary, before presenting the instructions to the entire class, go over instructions
for task using simplified language, to be sure child understands what to do
Go over task more slowly, step-by-step and check for comprehension
Ask the child to repeat the directions/ instructions for an activity, to insure
comprehension
Allow child to function as a helper
Demonstrate the activity in advance steps-by-step using realia, photographs or videos
If child is willing to participate in the debriefing of the activity, call on child earlier in
the discussion to prevent “someone else took my answer”; being called on early Offers
more chance of success
Debrief after activity is completed,  to reinforce vocabulary and to check for
understanding
Offer more time for journaling or note taking of activity
Teach and reteach vocabulary associated with doll making including: doll, face, head,
arms, body, waist, legs, hair, eyes, nose, mouth, clothing words, raffia, ribbon, buttons,
glitter, wet, dry, plant words such as lavender or sage, cut, glue
Label all items in the classroom that can be easily labeled: furniture, tools, art
materials,  ingredients used in projects, and so on;
Use positive reinforcement when child attempts to integrate new vocabulary into work
, whether oral or written
Simplify vocabulary being introduced
Review and reteach vocabulary
Introduce fewer words each session
Teach and review in a small group setting
Allow child and “buddy” to play at centers for cooperative play and work
Check on children often, to support and encourage appropriate behavior
Make sure eye contact is made when teaching
Teach child same songs in English and language being introduced
Be sure to teach and Allow child to participate in teaching child’s home language
Use positive reinforcement when child shares his or her language with the class
Give child a small list for reference for any writing activity
For an invitational event: have child help with small tasks that play to the child’s
strengths, that the child will find rewarding and that will build self-esteem
Fine Motor
Unless there are symptoms of other kinds of special needs, most English Language Learners
will not have specific difficulties with fine motor skills.  If needed, check specific activities for
suggestions for further accommodations.
Gross Motor
Teach and reteach any vocabulary words from the activity individually or in small
groups including lyrics, names of props, names for movements and movement patterns
such as jumping, spinning, skipping, walking, as well as names for body parts such as
arms, legs, head and laterality
Use modeling to communicate vocabulary: e.g.: when jumping, say the word jump
When appropriate, have children say the words for their movement as part of the
activity
©Renée Berg & Karen Wirth 2005 Practical Kindergarten:   Accommodations