Accommodations for Students with Dyslexia

Don't assume that the person is not listening just because you are getting no verbal or visual feedback.
Don't assume that you have to explain everything to students with learning disabilities. They do not necessarily have a problem with general comprehension.
Consult with the special education specialist to obtain help in understanding the specific nature of the learning disability for each student.
Never assess a student's capabilities based solely on their IQ or other standardized test scores.
Give student with learning disabilities priority in registration for classes.
Allow course substitution for nonessential course requirements in their major studies.
A student may have documented intelligence with test scores in the average to superior range with adequate sensory and motor systems and still have a learning disability. Learning disabilities often go undiagnosed, hence teacher observation can be a major source of identification.
Bring to the student's attention science role models with disabilities with a similar disability to that of the student. Point out that this individual got ahead by a combination of effort and by asking for help when needed.

General Accommodations For Gifted Students In The Regular Classroom

Group gifted students with other gifted students or higher-level learners.
Refrain from grouping gifted students with lower-level students for remediation.

Encourage students to explore concepts in depth and encourage independent studies or investigations.
Use thematic instruction to connect learning across the curriculum.
Encourage creative expression and thinking by allowing students to choose how to approach a problem or assignment.
Expand students' time for free reading.
Invite students to explore different points of view on a topic of study and compare the two.
Provide learning centers where students are in charge of their learning.
Brainstorm with gifted children on what types of projects they would like to explore to extend what they're learning in the classroom.
Determine where students' interests lie and capitalize on their inquisitiveness.
Refrain from having them complete more work in the same manner. Employ differentiated curriculum to keep interest high.
Avoid drill and practice activities.
Ask students' higher level questions that require students to look into causes, experiences, and facts to draw a conclusion or make connections to other areas of learning.
If possible, compact curriculum to allow gifted students to move more quickly through the material.
Encourage students to make transformations- use a common task or item in a different way.

Create a room environment that encourages creativity and discovery through the use of interesting literature and reference materials.
Allow flexible seating arrangements.
Encourage students to get involved in school clubs and extra curricular activities that support and extend their learning and experiences.
Supply reading materials on a wide variety of subjects and levels.
Create an environment where ideas are accepted without being evaluated and criticized; where risk-taking is encouraged.
Provide a learning-rich environment that includes a variety of resources, media, tasks, and methods of teaching.
Allow children to be highly mobile as they move in and out of groups and tasks at their own pace.
Provide an adult mentor that shares similar interests.

Provide alternatives for students who complete their work early.
Allow students to make choices in their learning.
Help them learn to set their own learning goals, then provide them with the opportunity to work towards those goals.
Create a contract with students that outlines tasks to be completed, concepts to be learned and the evaluation technique so students can be active participants in their learning.

Evaluate students individually instead of as a group.
Allow gifted students to take an assessment before starting a new unit to see what information is already familiar to them.