Consider the use of word banks, equation sheets, to cue children whose anxiety may make them “blank out” on the rote material. Testing in an alternate, quiet place is preferable for some children. Sometimes anxious children become distracted when they see other children working on their tests or turning them in, they may inaccurately assume that they don’t know the material as well. Extended time on tests will ease the pressure on anxious children, and just knowing that the time is available may obviate the need to use it.Preferential seating (near the door, near the front of the room, near the teacher’s desk).Īnxiety Accommodations: Homework and Tests.Extra time and warnings before transitions is a very common 504 accommodation for anxiety.(until I found this one, I had no idea this was a sign of anxiety, one that my son exhibits often!) It may help them focus on their work and not feeling responsible for the class.
Seat them away from more distracting classmates.
Anxious children often struggle with the unlikely fear that they will get in trouble. Alternate this with a “counting off” technique or drawing straws to allow variability in the groupings. When working in pairs or small groups, don’t always have children choose the groupings themselves. A lunch bunch with two or three children can create a shared experience that kids can draw on later. Help bridge the gap by creating ties between small groups of children. 504 ACCOMMODATIONS FOR ANXIETY PDF FREE
Fears of rejection in the cafeteria or on the playground can take the fun out of free time.
Buddy system: Pair student with a peer to aid with transitions to lunch and recess (these less structured situations can trigger anxious feelings).Identify one adult at school to seek help from when feeling anxious (school counselor, if available).
Preferential seating in large assemblies (near the back of the room). Avoid using jokes, sarcasm and bringing unwanted attention to the student. Prompt in advance before calling on him to answer a question. For instance, pacing without disturbing others, running an errand, handing out papers, or using a soft squeeze ball. Allow breaks as necessary and offer opportunities for action. Post in a visible place for the child’s reference. Provide a consistent, predictable schedule. Present verbal encouragement and prompts in subtle, non-punitive ways. It may help assure anxious children that they have understood the directions. When possible, have the directions written on the board or elsewhere. Signaling the class first when giving directions (flashing lights, clapping hands). Following directions-Concerns about getting the directions wrong either because of distraction or misunderstanding are common. Provide positive reinforcement, like stickers, extended computer time or a special activity when a child tolerates a feared situation. Do not reinforce or increase anxiety symptoms by sending a child home unless necessary. Examples might include a walk down the hallway, getting water, standing outside the classroom door for a few minutes, completing coloring pages in the back of the room, or using a mindfulness app with headphones. 
Clearly explain the concept to the student and watch for signs of task aversion.
“Cool down passes” to take a break from the classroom. Now, let’s get on to the list! Anxiety Accommodations: Classroom and Environment Special ed teachers are not mental health clinicians. Sometimes, depending on the severity of the situation, I recommend private services to teach things like coping mechanisms and self de-escalation for anxiety.
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