All About School Supports
So you’ve gotten tested, and maybe even diagnosed. You need some help in school. Here’s the different kinds of support.
Informal Supports
Teachers can provide informal support without diagnoses, evaluations, or education plans.
These include strategies for you or the entire classroom, depending on the challenge and how many others in the class have that challenge. Informal supports are not required by law.
To get informal support, you and your family should talk with your teachers about your challenges, ask if they know of any strategies they think might help, and tell them what’s helped in the past.
Some examples of informal support include:
Quick breaks after finishing tasks
Seating students where you learn best (in front of the class)
Allowing the use of fidgets
Nonverbal cues to help you stay on task (hand signals and frequent eye contact from the teacher)
Writing key points from the lesson on the board
Allowing computers for taking notes during class
Providing audio versions of books and texts
Daily check-ins with the teacher and class to discuss the lesson
Understanding Accommodations and Modifications
Accommodations change how students learn class material or behavioral expectations, while modifications change what students are expected to learn. Both are formal supports.
Accommodations and modifications generally fall into four categories: classroom instruction, classroom tests, standardized testing, and specialty classes (such as PE, music, and art).
Here are some basic examples of accommodations and modifications in each category:
Classroom instruction accommodation: Listening to an audiobook instead of reading a textbook
Classroom or standardized testing accommodation: Extra time or using Word Processing software for written portions of exams
Specialty class accommodation: Alternate format for the same assignment (doing a different art project)
Classroom instruction modification: Assigned fewer readings
Classroom testing modification: Less short answer or essay questions
Standardized testing modification: Alternate assessment (covers different or less material)
Specialty class modification: Different learning expectations
Examples of Supports for NVLD
Nonverbal Learning and Communication
Informal: The teacher breaks down abstract information into concrete terms and clues when explaining concepts to the class.
Accommodation: Emphasize similarities, differences, and connections between details and explain connections between parts and the whole.
Modification: Practice applying explicit story structures for sharing personal stories, concerns, etc.
Executive Functioning
Informal: Clearly explain what is expected during the various times of your day.
Accommodation: Provide a daily agenda or schedule for the day/class period. Warn you as early as possible when there is a planned change in routine.
Modification: Introduce strategies to help you identify abstract and relationships in sequence.
Social
Informal: Discuss natural shifts in classroom conversation and discussions. Create a verbal cue together to assure you in the moment that the change is okay.
Accommodation: Develop a rating scale for problems (big vs. little)
Modification: Provide social skill support, including breaking down nonverbal information verbally and identifying patterns in social situations.
Visual-Spatial
Informal: Model how to join a group and where to sit.
Accommodation: Rehearse, using explicit verbal directions as you walk, pointing out landmarks.
Modification: No consequences for lateness.
Math Concepts
Informal: Write formulas on the Whiteboard.
Accommodation: Break down concepts with language paired with visual information. It’s important to explain the ‘why’ behind all mathematical concepts.
Modification: Keep visual information simple.
Implementing Accommodations and Modifications
Remember that you are in the driver’s seat.
In middle and high school:
Make sure you know your accommodations and modifications and what informal supports help you learn best. Make a summary sheet to help you remember.
Find a time to introduce yourself to your teachers before the school year starts and let them know.
If you are in college, you will likely:
Meet with your school disability office to discuss what you need
The office will generate letters for you to give to all your professors.
Make sure you do this as soon as possible and use the opportunity to talk through what each means.
References
The NVLD Project. Interventions That Can Help Children/Students with NVLD. https://nvld.org/interventions-to-help-children-with-nvld/
The NVLD Project & Winston Preparatory School. (2019, November 5). Non-Verbal Learning Disability for the Classroom (Presentation and Handouts for Schools and Parents) [Video]. The NVLD Project. https://nvld.org/educational-toolkit/
The Understood Team. The difference between accommodations and modifications. Understood. https://www.understood.org/articles/the-difference-between-accommodations-and-modifications
Vierstra, G. How to get your child help in school without an accommodation. Understood. https://www.understood.org/articles/help-in-school-without-evaluation
Resources
Morin, A. Conversation starters for teachers to use with families. Understood. https://www.understood.org/articles/having-difficult-conversations-with-families-a-teachers-guide