Free Online Accommodations

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Free Tips for Providing Section 504 Accommodations/Supports During Online Learning

Organized by what needs the student may have – 

For students with print disabilities:
• Text to Speech
o All phones/tablets/computers have this ability.

• Learning Ally & Bookshare
o There are 80,000+ books that are read by humans. Students with an IEP or Section 504 plan can access these. You need to talk with Mrs. Igel for access.
o Learning Ally is an app and website.

For students who need oral presentation of written information:
• Immersive Reader is built into all Microsoft products (this includes the internet browser Microsoft Edge)
o To use in Microsoft Word, open document.
o Click on View at the top of the page.
o Click on Immersive Reader. You will then be able to change the column width, color the page, line focus, text spacing, adding in syllable breaks, and have the words/text read aloud.
o If you no longer need the immersive reader options, click “Close Immersive Reader.”
o This is for the student to use.
o Immersive Reader does not have a translation feature; however, Microsoft Word does.
• Microsoft Word Read Aloud
o The Read Aloud function will read the text on the document.
o The student puts their cursor anywhere on the word document and it will read the text to them and highlight the word as it is being read aloud.
• Screencastify Recording
o Is an add-in found in Google Chrome that you can use to record yourself speaking.
o The free version allows you to make 50 videos a month. Videos can be no more than 5 minutes long.
o https://www.screencastify.com/education.
• Microsoft PowerPoint
o You can create a PowerPoint that you can share with your students that has voiceover so students do not have to rely on reading the PowerPoint themselves or by a parent.
o To use, open a blank PowerPoint document or an existing PowerPoint you have created and want to add a voiceover too.
o When you have created the PowerPoint and are ready to create the narration, click on Slide Show.
o You will use Record Slide Show to record yourself speaking.
o As you record, make sure your voice can be heard in the recording and that no outside sounds that may distract or impede hearing is heard.
o Once done, save.
o In order for the students to watch and hear the PowerPoint they will need to put the PowerPoint in Slide Show .
Flipgrid
o This allows you to create two-minute videos of yourself speaking.
o You can then send a link to your students of the video and they can in-turn respond back by video.
o Flipgrid allows for closed captioning.
• PDF Documents
o If the document was typed as a word document before being converted to PDF in Adobe or was typed in Adobe, you will be able to use a voiceover tool to have the text orally read.
• Office Lens App
o Students can use this app to take a picture of a document to read the words aloud.
• Google Chrome
o Google Chrome has an app store where you can obtain accessibility features, such as text to speech.

For students who need clarifying directions
• You can make a video going over the directions or a PowerPoint with voiceover.
• You can do a screencast (i.e., a digital recording of your computer screen) of how to complete the assignment.
• You can create “how to” guides with visual support that you share through an online platform or email.
• Provide quality examples of what is expected in the method you choose to use to communicate.
For students who need advanced organizers
• If using PowerPoint, provide a copy of the slides ahead of time.
• Provide outlines of content to be learned ahead of time.

For students who need verbal encouragement
• Create positive video messages to send to student.
• Create video messages to provide feedback on assignments that they can listen to as needed.
• Create and send positive messages through email.
• Share strategies to provide verbal encouragement with the parents and caregivers so they can provide similar words of encouragement.

For students who need additional time
• If you are providing a task that has a built-in timing component (e.g., a math fact fluency online game), check to see if you can remove or extend the time allowed. If you cannot alter the timing component, you can make the task optional.
• Review with parent/caregiver the optimal times in the day for instruction. For example, if the student does better to maintain attention first thing in the morning vs. right before lunch.
• Make sure tasks work towards mastery of content.

For students who need checklists
• Google Keep.
o Is an app that you can use on your phone, tablet, or computer. You can upload notes, pictures, and create checklists.
o You can share what you put in the app with others.
o You can put reminders on checklists, so the student receives alerts to do things.
o Need a google account to use and is integrated into Google Classroom.
• Notes App.
• Bulleting in Google Docs or Word.
• Create checklists for each week and/or assignment.

For students who need visual supports
• Provide the family with digital copies they can use at home, if possible.
• Provide an information sheet, create a video, or call parent to review how to use the visual supports.
• Provide editable visual support documents to families so they can make any necessary changes, if possible.

For students who need timelines
• Provide students with a timeline so they know how to tackle an assignment. Some students may prefer a timeline  that gives the big picture first and then finite details, while others prefer a more linear view of the timeline for the assignment/unit and have the ability to talk through it with others.

For students who need a peer notetaker (if you are lecturing)
• Utilize same peer, if possible.
• Provide notes to the peer notetaker ahead of the lecture.
• If you are lecturing and using a Microsoft PowerPoint as a visual, you can use the Microsoft Translator add-in feature to record you while speaking. This then provides a transcript of everything you say, which you can then edit and/or organize and then provide to the student as notes.

For students who need visual tracking while reading
• Visor can be added to your Chrome Browser as an extension.
o Can change colors and change font size.
• Liner
o Allows a student to highlight text from websites and PDF documents on websites.
o You then pull those highlights out and to a Google Doc and it will cite it all for you, as well.
o Available on Chrome, Safar, Mozilla, and some other browsers.

For students who need dictionaries and thesauruses
• Elementary level
o A Maths Dictionary for Kids
▪ Helps students understand math vocabulary using a visual format
▪ http://www.amathsdictionaryforkids.com/
o Little Explorers from Enchanted Learning
▪ A visual dictionary
▪ https://www.enchantedlearning.com/Dictionary.html
o Merriam Webster-Word Central
▪ http://wordcentral.com/
• Secondary Level
o Merriam-Webster Visual Dictionary Online
▪ Provides visual supports
▪ http://www.visualdictionaryonline.com/
o Visuwords
▪ Takes the word and turns into a graphic organizer
▪ https://visuwords.com/
o Visual Thesaurus
▪ https://www.visualthesaurus.com/

For students with poor handwriting
• They can use speech to text.
o Google Doc speech to text:
▪ Go to tools, voice typing, and click on “to speak.”
o With an Office 365 account, you can use speech to text in Microsoft Word, Outlook, One Note, and PowerPoint.
• They can practice keyboarding skills using online keyboarding websites.
o You would want to research them to identify which one if any are appropriate for the student.
For students needing closed captioning
• You should use a tool that is as similar to what is used in the class as possible
• CART Services
o This is real time closed captioning services.
o If the student needs real time close captioning services be sure to reach out to the Deaf and Hard of Hearing Department
• Artificial intelligence in Google Slides and Microsoft PowerPoint
o Google Slides
▪ Click on Captions when in presentation mode and the closed captioning with appear.
o Microsoft PowerPoint
▪ Click on Slide Show. Then click “Always Use Subtitles”.
▪ In Subtitle Settings you can choose the language, microphone, and position and style of text used in closed captioning.

For students who need magnification
• Use clear and clean documents that will be shared with students.
• Use customizable formats (not PDF) that the student can alter as needed.
For students who need vocabulary or key points previewed
• Quizlet, which has an interactive flash card deck
• Kahoot, which has a “blind Kahoot” that you can use as a formative to see what students know.
o Kahoot is not appropriate for students who are deaf or hard of hearing.
• Share informational videos on content to be learned that the student can watch before the lesson to be taught.
For students who need visual cues on assignments
• Use different highlighter colors to emphasize key terms, important sentences in the text, etc.
• Create icons or emojis and place next to important sections/words in the text to provide cues to important information.

For students who need behavior support
• Have clear rules and expectations.
• Provide alternative activities and choices as much as possible.
• Discuss with parents how to build in movement during learning at home. Let parents know what types of movement work well in the classroom.
• Let parents know of websites they can access (e.g., GoNoodle) for short videos that provide brain breaks and movement.

**Remember, reach out to experts on your campus, disability specific district departments, and FDLRS for additional information and questions regarding the appropriateness of any of the supports/accommodations for a specific student**