For a student with a receptive language disorder, which accommodation would best facilitate access to instruction?

In the context of supporting a student with a receptive language disorder, incorporating visual supports during instruction is an effective accommodation. This approach helps to bridge the gap between verbal information and the student's ability to comprehend it. Visual aids, such as charts, diagrams, pictures, and written instructions, can enhance understanding by providing context and clarification for spoken language.

For students who struggle with language comprehension, visual supports can make abstract concepts more concrete, thereby improving their ability to follow along and engage with the lesson. It caters to different learning styles and can help the student process information more efficiently, making it a highly beneficial strategy in facilitating access to instruction.

In contrast, while providing free time to review material or pairing the student with a peer tutor may offer some support, they do not directly address the immediate comprehension barriers present during instruction. Additionally, offering more lectures on the content likely increases the verbal load on the student, which could exacerbate their difficulties rather than alleviate them.