Word banks and equation sheets: These are useful for children with test anxiety, who tend to “go blank” when taking a test.Tests are taken in a separate, quiet environment (to reduce performance pressure and distraction).Videotaped presentations or presenting in front of the teacher (instead of the class).Not requiring to read aloud or work at the board in front of the class (but work towards self-advocacy, link above).Consider having the child present to the teacher alone, or have the child audiotape or videotape the presentation at home.Children with extreme social anxiety may have difficulty with oral reports.Allow extra time on quizzes, exams, and in-class assignments.Modify assignments have the child complete only odd-numbered problems, allow him the use of a word processor, or give an oral exam instead of a high-pressure, written exam. Clearly stated and written expectations (behavioral and academic)įrequent check-ins for understanding, prompted by the teacher.Consider the use of word banks, equation sheets, to cue children whose anxiety may make them “blank out” on the rote material. Testing in an alternate, quiet place is preferable for some children. Sometimes anxious children become distracted when they see other children working on their tests or turning them in, they may inaccurately assume that they don’t know the material as well. Extended time on tests will ease the pressure on anxious children, and just knowing that the time is available may obviate the need to use it.Preferential seating (near the door, near the front of the room, near the teacher’s desk).Īnxiety Accommodations: Homework and Tests.
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Extra time and warnings before transitions is a very common 504 accommodation for anxiety.(until I found this one, I had no idea this was a sign of anxiety, one that my son exhibits often!) It may help them focus on their work and not feeling responsible for the class. Seat them away from more distracting classmates. Anxious children often struggle with the unlikely fear that they will get in trouble.Alternate this with a “counting off” technique or drawing straws to allow variability in the groupings. When working in pairs or small groups, don’t always have children choose the groupings themselves. A lunch bunch with two or three children can create a shared experience that kids can draw on later. Help bridge the gap by creating ties between small groups of children.
504 PLAN ACCOMMODATIONS FREE
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Provide positive reinforcement, like stickers, extended computer time or a special activity when a child tolerates a feared situation.Do not reinforce or increase anxiety symptoms by sending a child home unless necessary. Examples might include a walk down the hallway, getting water, standing outside the classroom door for a few minutes, completing coloring pages in the back of the room, or using a mindfulness app with headphones. Clearly explain the concept to the student and watch for signs of task aversion. “Cool down passes” to take a break from the classroom.Now, let’s get on to the list! Anxiety Accommodations: Classroom and Environment Special ed teachers are not mental health clinicians. Sometimes, depending on the severity of the situation, I recommend private services to teach things like coping mechanisms and self de-escalation for anxiety.