The concept of Universal Design in general, and of this publication in particular, is to support all

children in all places, not just specific children in specific places. Advocates of universal design
would argue that designing a user-friendly school for people with disabilities and designing for
people without disabilities should be one and the same; no visible difference would be
apparent.

Functionally, meeting the needs of exceptional children can benefit everyone, as, for example,
improving acoustics increases overall engagement and academic achievement for all students,
or improved filtration and humidity control in heating and cooling systems—intended to aid
children with certain respiratory ailments—also reduces seasonal allergies for many building
users. Also consider that increased building security, for students who may be prone to leave
the building unsupervised, also serves to control outsiders’ intrusion into the building.
(Lowenkron & Ponessa, et al, 2005).

The following guidelines (from R. V. Olsen, in Lowenkron & Ponessa, 2005) address concepts of
universal design in general and accommodation of exceptional children in particular:

Sensory Considerations

• Install soundproofing in the appropriate areas and provide good acoustics throughout the
school. Children with auditory processing problems benefit from sound that is balanced.

• Locate classrooms and labs away from noisy areas such as gymnasiums, outdoor play areas,
cafeteria, music rooms, vocational trades, entrances to the school, etc. to decrease
background noise.

• Install sound enhancement systems (FM broadcast, etc.) in classrooms, labs, and resource
rooms. Prewire new construction for these technologies.

• Provide ‘white boards’ in lieu of chalk boards and use ‘smart’ or ‘activity’ boards to magnify a
lesson.

• Provide space for a sign language interpreter at the traditional front of the classroom, near
the board. Good lighting and unobstructed views are necessary for children who read lips.

• Eliminate or minimize glare in all spaces with good lighting, matte finishes, and sunlight
filtration at windows and at doors having vision lites.

• Handrails and guides on the wall will assist with tracking. Locate water coolers in alcoves
and otherwise accommodate objects that would have protruded into circulation paths.

• Colour-code the different wings and areas of the building to assist wayfinding, and/or colour
code floor patterns.

• Alarm systems should be visual and auditory, and located so the signal can be heard by
students with vision loss and seen by students with hearing loss.

• Signage and room numbers should be provided in Braille.

• Do not install fixed furnishings immediately inside a classroom or lab entry. It is sometimes
necessary for exceptional children to pause upon entering the room to ‘get their bearings’
and to be advised by the teacher or peers of any obstacles close by.

 Physical / Orthopedic Considerations

• The entire school should be accessible so all students can be included in all activities. To that
end, every entry should be accessible and every ‘gang’ toilet should have accessible fixtures,
so that exceptional children will not be relegated to the ‘handicapped’ facility.

• Long travel distances are problematic for children using arm canes, manual wheelchairs, or
prosthetic legs. Careful design and care in locating various functions can minimize distances
traveled by persons with mobility impairments.

• Design wide halls and doorways throughout the building. Locate elevators to minimize travel
time between first floor and second floor classrooms.

• Doors must not protrude into the circulation path (as in out-swinging classroom doors).
Locate adjacent classroom doors so that they open flat against a wall or in a recess, and not
potentially strike other doors. Poor location of doors can contribute to congestion in the
hallways when large numbers of students simultaneously move through adjacent doors.
Install vision panels as appropriate.

• The gymnasium, cafeteria, and auditorium and stage should be accessible to allow students
with disabilities to participate in all activities, and to sit and work with their classmates.

REFERENCE GUIDE:

Presentation Accommodations
Effect of Exceptionality Accommodations

Visual Formats

Unable to see standard print, needs enlargement Large print materials

Difficulty understanding language in printed text Sign language presentation to accompany text for
beginning readers

Unable to hear and understand oral language Video recording with closed captioning and
descriptive video

Tactile Formats

Unable to see print, uses tactile formats Braille


Refreshable braille display

Nemeth Braille Code

Tactile graphic image

Real objects

Auditory Formats
 Presentation Accommodations
Unable to see print, uses auditory format
 Read aloud by person

Unable to recognize or decode printed words, Recorded books

uses auditory format Screen-reader software—text-to-speech
Equipment with auditory output

Presentation Supports
Effect of Exceptionality Accommodations

Visual Enhancements

Difficulty seeing standard print, needs Magnification equipment

enlargement - Magnifier

- Computer screen magnification

- Video magnifier
Difficulty seeing print Reduced glare or direct lighting

Minimized visual distraction

Coloured overlay filter

Visual cues - colours, highlighting

Loses place while reading Blank card to mark place

Card with cut-out window

Ruler or guide to isolate line of text

Unable to hold print materials open

Positioning tools

Difficulty reading on flat surface - Tilt-top desk

- Book stand

- Page holder

Materials secured to work area

Word Recognition

Difficulty with phonological awareness and Levelled books

phonetic decoding
Digital text (tagged electronically) that provides
Difficulty with high-frequency sight words
audio feedback or word meanings

Difficulty with structural analysis (affixes, root Portable scanning device

words)
Personal word list

Inability to read fluently Repeated reading

Comprehension

Limited knowledge of vocabulary meaning
 Review of vocabulary or key points


Insufficient background knowledge or experience
Advance organizer

Highlighting or colour coding

Digital text (tagged electronically) that provides
word meanings

Hands-on activity, picture, or diagram
 Presentation Supports
Difficulty identifying main idea and supporting Advance organizer

details
 Highlighting or colour coding main ideas and
Difficulty understanding text structure
 supporting details

Difficulty making inferences and drawing Digital text (tagged electronically) that provides
conclusions structural clues (header, sidebar), and summary,
outline, or key questions

Study guide

Hands-on activity, picture, or diagram

Listening

Difficulty understanding information presented Advance organizer


orally
 Explicit verbal or visual cues
difficulty maintaining attention

Difficulty remembering information presented Active involvement


orally repetition and clarification of important
information

Note-taking assistance

Unable to hear spoken language

Following Directions

Difficulty remembering steps and procedures
 Signal or prompt


Difficulty understanding what is expected
 Self-instruction and self questions

Lack of attention to detail
 Directions with pictures or diagrams

Impulsive, easily distracted Simplified Directions

Copy of directions

Directions repeated, summarized, or clarified

Opportunity to paraphrase

Sample problem or task

Monitoring

Uncluttered and clearly organized material

Visual cue

Response Accommodations
Effect of Exceptionality Accommodations
 Response Accommodations
Unable to use handwriting or keyboarding
Scribe to record dictated responses Word
processor/computer

Speed of writing is too slow to keep pace with Word prediction software

language/ expression
Brailler

Difficulty with expressive language Portable note-taking device


Voice recorder

Voice recognition software—speech-to-text Sign
language

Augmentative and alternative communication,

such as communication board or other assistive
device

Handwriting

Lack of coordination, weakness, no hand Pencil, marker, or crayon of different diameters

dominance

High contrast writing tool Mechanical pencil

Inadequate pencil grasp
Nonabrasive eraser

Use of excessive pressure when writing

Pencil or pen grip—triangular, pear-shaped, or
grip with finger indentations
Lack of endurance for writing Illegible handwriting

Inadequate eye-hand coordination

Finger spacer

Errors in letter and word formation or spacing

Handwriting guide

Visual perceptual or spatial- orientation difficulties

Alphabet strip

Illegible handwriting Specialized writing paper—coloured or raised

lines, gridded paper

Visual cues on paper (stop, start, margins)

Weak postural control 
 Paper stabilizer


Slant board

Lying on desk, slouching Physical support or positioning
Illegible handwriting 
 Test responses monitored to ensure answers
Difficulty copying work 
 correspond with questions

Slow production

Low productivity Responses recorded directly on worksheet or in
test booklet

Word prediction software

Task adaptations—reduced demands

Written Expression
 Response Accommodations
Weak expressive language skills
Thesaurus or dictionary Word prediction software

Expresses ideas orally but cannot convert into Task adaptations—respond in alternate ways
written language

Limited vocabulary

Difficulties with syntax

Weak mechanics or skills

Word processor with grammar check

Inconsistent use of capitalization and punctuation

Checklist, cue card, or reference card for editing

Missing or inappropriate grammar Strategy or procedure for editing

Inconsistent spelling, phonetic spelling

Word processor with spell check Individualized
spelling list

Insufficient memory for frequently used words
Electronic dictionary with spell check

Insufficient knowledge of common spelling words

Difficulty organizing information 
 Outlining techniques


Difficulty identifying ideas for writing Strategies, templates, and graphic organizers

Oral Expression

Poor oral expression 
 Increased wait time 


Difficulty articulating speech
 Use of visuals 

Difficulty finding words 
 Task adaptations—alternate ways of giving oral
Difficulty with syntax 
 presentations
Difficulty with pragmatics

Mathematics

Difficulty with computation fluency Calculation devices


- Math Windows®

- Abacus

- Adapted calculator

Tactile tools and materials


Chart of math facts

Concrete materials and manipulatives

Difficulty with procedural skills or problem solving Planning guides


- Graphic organizer - Flow chart

- T-chart

Special paper—gridded paper for computation

Difficulty with conceptual knowledge or Concrete models and manipulatives 


application Visual representations
 Setting Accommodations
Effect of Exceptionality Accommodations

Accessibility

Lacks mobility
 Physical access—ramps, nonslip surfaces, guide

Unable to open doors
rails, automatic doors, elevators

Has motor impairments Accessible workstation

Has sensory limitations Specialized lighting


Acoustical treatment 

Preferential seating

Has needs that can only be met in a specialized Alternate learning environment
setting

Behavioural Management

Lacks self-control Class rules and expectations Regular procedures 


Alternative activities

Individual setting—one-on-one Small group
setting

Unable to concentrate 
 Reduced sources of distraction Preferential

Difficulty maintaining attention seating

Noise buffer

Individual setting 

Small group setting

Organization of Space and Materials

Difficulty organizing work space, personal space, Compartmentalized storage container

textbooks, and materials

Diagram for storage of materials

Insufficient attention to details

Checklist of required materials and tools

Binders and folders—colour coded

Limited amount of materials available to student

Access to materials outside of class

Scheduling Accommodations
Effect of Exceptionality Accommodations
 Scheduling Accommodations
Works slowly
Extended time 

Use of accommodation, such as assistive Breaks

technology, that requires more time
Schedule adjustments

Medical condition affects effort - Preferred time of day 


- Preferred day of week

Time Management

Short attention span

Predictable routines and procedures 

Assignments separated into parts Time limits for
Difficulty staying on task until completion
assignments

Easily distracted

Completes assignments quickly but inaccurately

Difficulty remembering what to do Visual schedule


Checklist of individual responsibilities 

Assignment planner

Electronic device with alarms/cues

REFERENCES:
Lowenkron, R. & Ponessa, J, et al. (2005). Long range facilities planning and design
implementation for students with disabilities: A guide for New Jersey school district. Education
Law Center: Newark, NJ.

Presentation instructional accommodations. (2005). Retrieved August 06, 2018, from http://
www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/ main.php?
cat=instruction&section=main&subsection=ia/presentation