J is really good at math, but has trouble following directions--so much so that he received failing grades on his first few math quizzes. I've therefore asked for school accommodations to include verbal clarifications that ensure that he understands the directions.
Whether this accommodation is met, of course, depends on the ability of the supporting staff to deduce whether J understands the directions. Sometimes, this may be quite a challenge.
However, when a child is seen using a ruler to measure shapes that implicitly aren't drawn to scale (implicit in "Suppose each figure has a perimeter of 24 centimeters"), you'd think it would be pretty obvious. Consider this:
When J's failure to follow directions is due to the school's failure to follow its directions, who should receive a failing grade?