How Do You Precisely Identify the Barrier?
Instead of saying the student can't keep up with the class, describe the situation: are the instructions too long? Is the material unreadable? Does noise prevent focus? Is the response method unsuitable?
This description helps you choose a direct fix, such as breaking instructions into parts, a readable digital format, a quieter location, or an alternative response method.
What Are Examples of Accommodations by Affected Function?
Accommodations might include extra time, structured breaks, a screen reader, enlarged text, a sign language interpreter, tactile materials, appropriate furniture, or a different schedule. The choice is individual, not based on the disability label alone.
Distinguish between adjusting how a task is accessed and changing the academic goal itself, and record that distinction clearly in the student's plan.
How Do You Implement the Accommodation, Then Review It?
Agree on who provides the accommodation, when, and where, and teach the student to use it without stigma. Collect a brief note on participation, accuracy, and independence.
If access doesn't improve, review whether the accommodation fits, whether the user was trained, and the environment. Having the tool alone doesn't guarantee it's useful.