Accommodation Breakdown: Multi-Modal Instructions
What’s the accommodation? Student will be provided instructions orally and in writing. How's it supposed to be implemented? What are potential problems?
What’s the Accommodation?
Student will be provided instructions orally and in writing for every assignment and assessment, prior to the start of work.
Multi-modal instruction is defined as instruction delivered in more than one format—a combination of oral, written, and/or visual supports.
Who is this Accommodation For?
While all students can benefit from multi-modal instruction, this accommodation is especially essential for students with disabilities that impact how they receive, process, retain, or act on information. Examples include:
Students Who Have Working Memory Deficits: Instructions tend to be new information, which makes them especially difficult for students who struggle to retain new information. Once they grasp the material, some might have it permanently locked and loaded for the future, but it might take them some time and repetition to get there.
Students Who Struggle with Listening Comprehension, Reading Comprehension, and/or Writing Fluency: These students might not process what they’ve heard and/or read in a manner consistent with their teacher’s intent. In addition, their struggles with writing fluency might result in them never having enough time to write down all of the instructions as they are provided orally.
Students Who Have Executive Functioning Challenges: Transitions are difficult. Often, instructions arrive at the end of class, in rapid format as students are pulling together their books, papers, and so on (creating extra noise), getting ready for their next transition between classes. Students struggling with executive functioning may miss or misremember directions entirely.
How is the Accommodation Supposed to be Implemented?
Case Example: Accommodation Being Followed
A history teacher assigns a reading and asks student to create an outline. She states:
“Your outline must include three sections: summary, main themes, and important figures. Each section should include at least three facts or quotes from the reading to support your points.”
In addition, she:
Provides a flowchart showing the structure of the outline.
Hands out a step-by-step instruction sheet.
Provides an example of a successful outline created by a previous student for a different reading.
Asks, “Does anyone want these instructions repeated?”
Case Example: Accommodation Not Being Followed
A history teacher gives oral instructions at the end of class:
“Read the story and write an outline. Include the important points.
No written directions, no explanation, and no examples are provided.
A student with working memory and writing challenges tries to jot down what he heard but misses details. When he asks for clarification, the teacher responds,
“You should have been listening.”
When the student later turns in the outline, the teacher marks off points because she wanted the student to include five facts for each section, but he only included three.