"The use of compensatory strategies and tools (chosen originally to bypass the problem) may eventually result in learning. For instance, repeated use of the Quicktionary Pen may teach new sight words, improve spelling, improve comprehension by increasing accuracy of word identification, or build vocabulary and fluency by allowing more independent reading."37

"Sometimes accommodations are the only way to complete a task. When learning a skill is not the goal, or when learning that skill is too stressful or difficult, then consider accommodations. Accommodations are task-oriented and not learning-oriented. Likewise, the use of technology is often taskoriented. Using that same technology to teach a skill is learning-oriented."38 For example the use of a spell checker can be seen as task-oriented. It ensures the learners' spelling is correct, but it does not teach learners how to spell. Another example is the use of a calculator for a learner who just cannot master the multiplication table. Again the calculator performs a task, but it does not teach the learner how to multiply.

Research has shown that the use of accommodations can be very beneficial. However, there are potential pitfalls of which practitioners should be aware. First of all, a potential overdependence on the use of accommodations both by practitioners and learners can occur. Although adults with learning disabilities may struggle with certain literacy skills, the use of various strategies and different teaching approaches should be explored first before accommodations are considered. For example, if an adult struggles with taking notes in a classroom or lecture environment, the teacher may provide the lecture notes to him/her after the class. The adult may become passive during the lecture since he/she begins to rely on the notes that will be provided. Instead of automatically providing the notes, teach the adult various note-taking strategies that have proven to be effective organizational tools. Through the process of taking the notes, the adult will begin retaining the information learned.39

The second potential pitfall in the use of accommodations is not providing the necessary skills to support the effective use of the accommodation. For example, providing the use of spell checkers is not sufficient on its own. In order for learners to utilize the accommodation effectively they need to be taught how to use the spell checker and other basic proofreading techniques.40 Accommodations cannot be viewed in isolation. Accommodations should be used in combination with effective strategies and instructions to permit achievement.