Any consideration of the use of accommodations should be based on the individual strengths of the accommodation, the potential utility and the applications across different situations. For example, two adults who both have poor hand coordination may access totally different types of accommodations based on their individual situations. One adult may be taught alternative methods of grasping the writing utensils and the other adult may have someone write for him/her.

Working together with the learner, you will want to consider the following factors when deciding what needs to be modified or accommodated to meet the learner's needs.
The accommodations make alterations to the place, time or the performance conditions which allow learners to process information that will meet their needs.

Do you need to?

• Adjust the setting/environment: alter the environment or provide ways to screen out disrupting stimuli (i.e. provide individual work spaces or increase/decrease lighting).
• Adapt the task; find ways to bypass the problem to help lessen the impact of the problem (i.e. create short-form spelling for difficult words for a waitress who takes food orders).
• Adjust instruction/presentation of information: alter the way information is presented or adapt the instruction (i.e. leave notes on the board as long as possible to allow time for copying, provide outlines of lessons prior to lessons and provide photocopies of summary notes at the end of lessons).
• Make accommodations in testing/performance: work around specific difficulties to devise a true measure of abilities (i.e. allow the use of calculators for word problems if testing an adult's ability to follow sequence and solve problems).⁴²