Use of audio recording-record the directions so they can listen again; let them listen to stories that are recorded. Clarify or simplify written directions-underline or highlight significant parts of the directions Present small amount of work-give smaller parts of the assignment at one time. Block out extraneous stimuli-use a blank sheet of paper to cover up distracting parts of a worksheet Highlight essential information-use a highlighter to mark important info in their texts Locate place in consumable material-fold pages that have been completed in a workbook or use a sticky to mark the next assignment Provide additional practice activities-supplement learning activities to help LD students get more practice to master skill Provide glossary in content areas-a glossary can help the students understand words in the content. Develop reading guides-a road map of the information that also provides questions to guide their focus Accommodations Involving Interactive Instruction Use explicit teaching procedures.-provide explicit instruction even if the material doesn’t provide it ( guided practice, corrective feedback) Repeat directions.-have the students repeat the directions in their own words to check for understanding- break down the direction into smaller steps Maintain daily routines.- the structure helps students know what is expected Provide copy of lecture notes. Provide a copy of notes from the lecture to those that struggle taking notes Provide students with a graphic organizer. –a blank graphic organizer can help students focus on the main points of the presentation/lecture Use step-by-step instruction. –new or difficult information should be given in smaller sequential steps Combine verbal and visual information. –use visual displays while instructing Write key points or words on the chalkboard.-write new vocab words or key points on board before presentation Use balanced presentations and activities. –balance you lectures with visuals, verbal and participating activities. Also balance between large group and small group instruction Use mnemonic instruction. –this can helps student remember key info or steps in a learning strategy In a review of the literature, Wolgemuth, Cobb, and Alwell (2008) strongly support the use of mnemonic strategies for students with disabilities across settings. Emphasize daily review. –review previous learning or lesson to help connect with new information Accommodations Involving Student Performance Change response mode. –students with fine motor skills can use a different method to answer. They can also benefit from a paper with larger answer areas Provide an outline of the lecture. –this can help some students follow the presentation more successfully and take notes Encourage use of graphic organizers. –this helps students organize information visually Place students close to the teacher. –students with attention or behavior problems should be seated close to the teacher and away from distracting objects Encourage use of assignment books or calendars. –these can help students keep track of dates and times for homework or schedules Reduce copying activities. –Try to use handouts instead of copying so much form the board Have students turn lined paper vertically for math. –turning the paper helps student organize their numbers for computing correctly Use cues to denote important items.-use bullets or asterisks to mark important info so student spend more time on the pertinent info for study purposes Design hierarchical worksheets. –Arrange problems easiest to hardest so they don’t feel failure right away and quit Allow use of instructional aids. –number lines, alphabet lines, calculators- visuals Display work samples. –samples of competed assignments can help students realize expectations Use peer-mediated learning.-pair students of different levels to help study, take notes, or read Encourage note sharing.- students can take notes using a carbon copy paper to make aonther set to share with students gone or students with learning problems Use flexible work times. –give addition time for those that work slower Provide additional practice. – allow for additional practice to encourage fluency Use assignment substitutions or adjustments. –make modifications for big assignments and projects
Accommodations Involving Materials
Use of audio recording-record the directions so they can listen again; let them listen to stories that are recorded. Clarify or simplify written directions-underline or highlight significant parts of the directions Present small amount of work-give smaller parts of the assignment at one time. Block out extraneous stimuli-use a blank sheet of paper to cover up distracting parts of a worksheet Highlight essential information-use a highlighter to mark important info in their texts Locate place in consumable material-fold pages that have been completed in a workbook or use a sticky to mark the next assignment Provide additional practice activities-supplement learning activities to help LD students get more practice to master skill Provide glossary in content areas-a glossary can help the students understand words in the content. Develop reading guides-a road map of the information that also provides questions to guide their focus Accommodations Involving Interactive Instruction Use explicit teaching procedures.-provide explicit instruction even if the material doesn’t provide it ( guided practice, corrective feedback) Repeat directions.-have the students repeat the directions in their own words to check for understanding- break down the direction into smaller steps Maintain daily routines.- the structure helps students know what is expected Provide copy of lecture notes. Provide a copy of notes from the lecture to those that struggle taking notes Provide students with a graphic organizer. –a blank graphic organizer can help students focus on the main points of the presentation/lecture Use step-by-step instruction. –new or difficult information should be given in smaller sequential steps Combine verbal and visual information. –use visual displays while instructing Write key points or words on the chalkboard.-write new vocab words or key points on board before presentation Use balanced presentations and activities. –balance you lectures with visuals, verbal and participating activities. Also balance between large group and small group instruction Use mnemonic instruction. –this can helps student remember key info or steps in a learning strategy In a review of the literature, Wolgemuth, Cobb, and Alwell (2008) strongly support the use of mnemonic strategies for students with disabilities across settings. Emphasize daily review. –review previous learning or lesson to help connect with new informaion Accommodations Involving Student Performance Change response mode. –students with fine motor skills can use a different method to answer. They can also benefit from a paper with larger answer areas Provide an outline of the lecture. –this can help some students follow the presentation more successfully and take notes Encourage use of graphic organizers. –this helps students organize information visually Place students close to the teacher. –students with attention or behavior problems should be seated close to the teacher and away from distracting objects Encourage use of assignment books or calendars. –these can help students keep track of dates and times for homework or schedules Reduce copying activities. –Try to use handouts instead of copying so much form the board Have students turn lined paper vertically for math. –turning the paper helps student organize their numbers for computing correctly Use cues to denote important items.-use bullets or asterisks to mark important info so student spend more time on the pertinent info for study purposes Design hierarchical worksheets. –Arrange problems easiest to hardest so they don’t feel failure right away and quit Allow use of instructional aids. –number lines, alphabet lines, calculators- visuals Display work samples. –samples of competed assignments can help students realize expectations Use peer-mediated learning.-pair students of different levels to help study, take notes, or read Encourage note sharing.- students can take notes using a carbon copy paper to make aonther set to share with students gone or students with learning problems Use flexible work times. –give addition time for those that work slower Provide additional practice. – allow for additional practice to encourage fluency Use assignment substitutions or adjustments. –make modifications for big assignments and projects
from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)