use good communication techniques to facilitate listening/speech reading directly face the student...
DESCRIPTION
Set clear behavioral expectations and classroom routines Actively teach appropriate social skills Chunk longer assignments to minimize frustration Read your own emotions and stay calm in the face of crisis Behavior Plans should be implemented with consistency and fidelity Catch them doing things right!TRANSCRIPT
Using knowledge of Students with Disabilities to Accommodate
Learning Styles and Modify Instructional Practices
Use Good Communication Techniques to Facilitate Listening/Speech Reading Directly face the student and be in close
proximity (3-5 feet) Get the student’s attention before
speaking Stand in one place if possible Speak at a slow/moderate level and
speak clearly Environmental Adjustments Ensure good lighting is available in the
room while controlling glare Avoid sitting/standing in front of a light
source as this interferes with speech reading
Reduce background noise Close doors to reduce noise from
hallways Modify chairs (i.e., tennis balls attached
to chair legs Modify desk (i.e., felt cloth/rubber
cushions) to reduce noise level
Accommodations for the Hearing
Impaired
Set clear behavioral expectations and classroom routines
Actively teach appropriate social skills
Chunk longer assignments to minimize frustration
Read your own emotions and stay calm in the face of crisis
Behavior Plans should be implemented with consistency and fidelity
Catch them doing things right!
ACCOMDODATIONS FOR STUDENTS WITH
EMOTIONAL DISTURBANCE
Extra time to get from one classroom to another
Note takers, use of tape recorders, laptop word processors, or photocopying of notes from peers
Test accommodations: extended time, separate "quiet" place, scribes, access to adaptive computer stations, point to test answers
Special computer hardware/software; voice activated word processing, word prediction, keyboard modification, alternative mice
Extra time for assignments due to slow writing speed
Accommodating Students with
Orthopedic Impairments
Allow additional time to complete in-class assignments
Allow for extra or extended breaks Provide student with instructor’s notes or help student obtain quality notes from other students
Allow student to audio record lectures for later playback
Provide both oral and written instructions; clarify instructions
Avoid placing student in high pressure situations (e.g., short time frames, extensive volume of work; highly competitive)
Accommodating Students with
Traumatic Brain Injuries
Use of Sign Language Use lots of visuals/manipulatives to
communicate ideas. Look directly toward students
when speaking to facilitate lip reading
Accommodations for Deafness
Teach concepts in VERY small chunks
Assess learning frequently and provide immediate feedback
Teach information and new concepts using concrete materials (pictures, manipulatives, LOTS of hands on activities)
Avoid introducing concepts in the abstract
Demonstrate ideas to students then have them repeat what you have demonstrated immediately afterwards.
Create opportunities for frequent repetition and practice of skills
Teach life skills where applicable( math for grocery shopping, reading bus schedules, ect)
Accommodations for Students with
Intellectual Disabilities
Teach skills in a manner that capitalizes on student strengths (Use the multiple intelligences to teach information!)
Differentiate the product and be creative about how you assess the student (Can they tell you what they have learned as opposed to write it?) Can they draw a picture that thoroughly explains what you have taught them?
Allow extended time for learning new concepts
Pair student with a stronger partner who can assist with completing difficult tasks and model appropriate skills (ie Fluency Partners for reading activities)
Teach organizational and study skills
Accommodations for Students with
a Specific Learning
Disabilities
Be purposeful about classroom set up and space (is the environment easy to navigate?)
Create an environment rich in sensory learning (use sound, touch, smell and taste to teach concepts).
Make sure to provide appropriate materials for learning (Books on tape , braille materials, large print texts and materials, colored overlays for white paper)
Seat student close to blackboard or projector screen
Make sure student uses glasses or other seeing aids if required.
Accommodations for Students with
Visual Impairments,
including Blindness
Provide one step directions (receptive language)
Use LOTS of visuals to teach new vocabulary and concepts (receptive language)
Allow extended response time for items that require language expression
Read materials aloud to students where applicable
Accommodating Students with
Speech-Language Impairments
Multiple Disabilities
Other Health Impairment
Deaf-Blindess
Your task for this assignment will be to create a visual tool, flip chart, or organizer that functions as a quick reference tool that you will be able to use in your classroom. The chart should be designed to provide a list of possible accommodations and modifications for the following common learning challenges:
Reading Decoding/ Reading Fluency Reading Comprehension
(literal/inferential) Math Computation Math Application Inattention/Task Completion Executive Functioning (Organizing
information and materials/Controlling Impulses)
Following Directions Written Expression Synthesis and Application of Basic Skills Retention of Information
Accommodations and Modifications
Quick Reference Tool Assignment
Due April 23rd, 2014 Requires Independent Research Be Creative but make it user
friendly I will bring a sample flip chart for
next class The rubric for the assignment will
be given to you next class
More in the assignment….
Read the article: Getting from Here to There: UDL, Global Positioning Systems, and Lessons for Improving Education
Be prepared to participate in a Socratic Seminar next Class
The rubric will be e-mailed to you
Homework
1. List two useful accommodations for students with Hearing Impairments.
2. List two specific tools you can use to address social skill deficits in students on the Autism Spectrum.
(This is a review question)
3. Explain why giving multi-step directions to a student with receptive language deficits can make demonstrating learning difficult for that student.
Send your answers to by responding to the group e-mail
Quick Quiz