Typical Accomodations


Typical Classroom Accommodations 

The following are common concussion accommodations that should be considered during the initial weeks of recovery to alleviate cognitive fatigue and facilitate the cognitive rest needed for recovery.

  • The student should be medically managed by a physician who is experienced in the management of concussions.Students sleeping in class
  • The student should not participate in physical education, sports, or physical activity during recess until the student is medically cleared.
  • Mental work should never be substituted for physical activity (such as during physical education or recess).
  • Standardized tests should be avoided during the initial weeks post-concussion, while the student is symptomatic.
  • Tests should be delayed if scheduled during the initial 1 to 2 week(s) post-concussion.
  • The student should be required to complete only one test or quiz per day, as tolerated.
  • Rest periods in a quiet area may need to be added to the student’s daily schedule.
  • Additional time should be provided for the student to complete homework and classwork.
  • All assignments should be provided to the student in writing.
  • Assignments should focus on essential key content while student is recovering. Remove nonessential classwork/homework.
  • Assignments should not be repetitious. Once a concept has been mastered, grade the work that the student has completed. Fifty percent of the student’s typical workload is often times recommended during recovery (for example, the student would be responsible for completing 25 of the 50 math problems assigned).
  • Provide the student with alternatives to written output for tests, assignments, projects.
  • Encourage the student to use word banks, timelines, calculators, and open notes/book.

Student has sensitivity to light, sensitivity to noise, and/or headaches 

  • Allow the use of sunglasses or ball caps to shield light.
  • Seat the student in a dim area of the classroom, away from windows.
  • Allow the use of headphones/earbuds to block noise.
  • Temporarily excuse the student from loud classes (e.g., music, shop, band).
  • Provide a quiet environment for the student to eat lunch (e.g., nurse’s office, guidance office).
  • Give the student prior notice for a fire drills or similar 
  • Provide the student with teacher notes when notes are presented using

Student experiences dizziness 

  • Allow the student extra time to get to class before the halls become busy.
  • Ask a peer to walk with the student.
  • Have a peer carry the student’s books to and from class.
  • Allow the student to use the elevator, if available.
  • Provide the student with teacher notes to prevent up and down shifting of the student’s eyes; and, have the student follow along with a highlighter for key concept recognition.

Student is fatigued 

  • Build strategic rest breaks into the student’s schedule, not just as needed. Provide a 5 to 10 minute break every 30 to 45 minutes, initially, to alleviate fatigue. Allow the student to put his or her head down on desk or rest his or her eyes.
  • The student may initially require a half-day modified schedule in the morning or afternoon, dependent upon the level of fatigue.
  • The student may only be able to attend school for 1 to 2 core classes or 1 to 2 specials initially.