![]() 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. 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). NOTE: This resource is for personal use only.Accommodations for Students with Anxiety/OCD Use this sample 504 Plan to help you craft this legal document with the special education team at your child’s school. There are no legal requirements about what a 504 Plan should include, and the school isn’t required to involve parents in developing it (although many schools encourage parents to participate). ![]() ![]() But the plan may also include the use of assistive technology, such as computer-aided instruction, or access to therapy. Usually, the plan involves accommodations in the classroom - like extra time to complete assignments or a quiet place to take tests. The services are described in a document called a 504 Plan. If ADHD symptoms “substantially limit” a child’s ability to learn, he or she is entitled to Section 504 services. Section 504 of the Rehabilitation Act of 1973 is a civil rights law that guarantees to people with disabilities certain rights, including access to a free and appropriate education. Please enable JavaScript and refresh the page in order to complete this form. It appears JavaScript is disabled in your browser. ![]()
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