504 plan accommodations for depression and anxiety

504 plan accommodations for depression and anxiety code#

Photocopy longer reading assignments, highlight the important sections, and have the student read only those parts.

Reduce the amount of material to be read: assign shorter assignments, provide a summary of a chapter, allow the student to use a summarized version of a book.

As the student reads, have them draw a line through the words that have been read with a dark marker to prevent rereading. an aide or peer) to read to the student, unless the student is uncomfortable with this arrangement.

Watch for eye contact, modulate voice, or provide a signal such as hand clapping. Capture students’ attention prior to giving directions by telling them that they need to listen to instructions about to be given.Provide visual aids to accompany verbal directions/instructions (e.g.

Give directions that are short and succinct rather than long and wordy.

Consider modifying the ways class directions/instructions are given:.

Use learning materials and teaching methods that provide high levels of student engagement and opportunity to respond.

Pass worksheets out one at a time so the student does not become overwhelmed by too much work at once.

Allow the student to work with a partner or in a group student interaction may distract the student from their anxiety/OCD.

Allow the student to compete work in an altered sequence if the usual sequence causes them to get stuck.

Be available to check the student’s progress and provide feedback as much as possible during the initial stages of independent seatwork.

Seat the student closer to the teacher for the purpose of redirecting the student’s attention, as necessary.

If so, work with the student to develop a signal that can help them redirect their attention and focus.

504 plan accommodations for depression and anxiety code#

Ask the student if providing a cue (such as a code word, hand signal, or standing close to them) would be helpful when they appear to get stuck in their anxiety/OCD.Provide students with a second “work desk” to assist with transitioning between tasks, allowing them to move from one work space to the next when activities shift.substitute teacher, special assembly) to give the student time to process/prepare for change. Whenever possible, send a note home to alert the child/family about an upcoming change in schedule (e.g.notify child of fire drill prior to fire alarm going off, etc.) Provide the student with cues/signals before a transition to prepare for the upcoming change (e.g. Whenever possible, plan in advance for transitions that will occur. Try to keep classroom routines as predictable as possible without sudden changes.Use a timer or other auditory device to signal that it’s time to start a different task or make another transition. Provide the student extra time to make in-class transitions from one activity to another.

If a student’s anxiety or OCD makes transitions from class to class extremely difficult, consider allowing the student to spend longer block of time in the same classroom (if possible) until symptoms improve.Allow the student to leave class 3-5min early if additional time is needed at the locker to prepare for the next class.3-5min) to avoid crowded hallways during passing periods. Allow the student to leave class early (e.g.As students get their anxiety/OCD symptoms under control, classroom accommodations can be altered and/or removed entirely. This is not the case – accommodations are meant to be temporary aids to students while they progress through their treatment. You might also worry that it will be a “crutch” for the student that will prevent them from getting better. It might feel as if providing an accommodation to a student is “giving in” to their anxiety/OCD. It is important to remember that accommodations are not treatment for anxiety/OCD. Thus, it is good practice to involve the student, their family, relevant school staff, and their external treatment team (if applicable) when choosing an accommodation plan. Which accommodations might be most useful will depend on the specific symptoms the student experiences. Through classroom accommodations, teachers can help students with anxiety/OCD to keep their studies on track as they work to manage their disorder(s). Accommodations for Students with Anxiety/OCD