Classroom Accommodations for Students with Disabilities - DOC - DOC by Levone

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									Classroom Accommodations for Students
In order for students with disabilities to be successful in school, it may be necessary for teachers to make modifications to their classroom environment, teaching techniques, or other accommodations.
Effective Teaching Strategies * gain student’s attention prior to giving direction or instruction * use visual aids to capitalize on student’s visual strengths and provide auditory/visual association with new concepts * write assignments on board or provide a list of assignments * ensure students have sufficient time to complete tasks, including testing situations. * use simple language * use repetition * demonstrate or model * use manipulatives and visual aides * build on students prior knowledge * use audiotape or CD to record content * read textbooks aloud to students * pair students together * assess use of prior knowledge immediately prior to reading assignment * model effective reading strategies * teach use of graphic aids and memory strategies to increase comprehension and improve retention * use multi-level, multimedia approach * develop intrinsic interest in reading by allowing students to choose their own reading materials * content length and time requirement is appropriate * required skill level is appropriate * explain assignment and answer all questions * model assignment if appropriate * check for understanding * explain why assignment is important * due date * support available to complete task * student involvement in decision making * use classwide peer tutoring as a structured technique to improve academic skills * CWPT provides context for students to receive social skills instruction * practice social skills * reward students for demonstrations of appropriate social interactions * establish classroom rules, consequences, and rewards the first week of school * post rules throughout the classroom and consistently reinforce * separate students with behavior problems, and keep them close to teacher * post daily assignments, and daily schedule, to eliminate interruption of instruction to ask what will occur each day * establish a procedure for entering and exiting the classroom and practice with students * engage students within 3 minutes of entering the classroom for instruction * have all the days materials prepared in advance * utilize a variety of teaching techniques

Increase Listening/ Auditory Skills

Textbook Adaptations

Assignments and Homework

Motivation

Teach Appropriate Social Skills for Academic Development Effective Behavior Management

Classroom Accommodations for Students
Difficulty sequencing and completing steps to accomplish specific tasks Shifting from on uncompleted activity to another without closure Difficulty following through on instructions from others Difficulty sustaining effort and accuracy over time Difficulty with any task that requires memory Confusion with nonverbal cues Difficulty sustaining attention to tasks or other activities * break up task into workable and manageable steps * provide examples and specific steps to accomplish task

* define the requirements of the activity to be completed (Your math is completed when all six problems are answered and correct; do not begin the next task until your math is completed). * * * * * * gain student’s attention before giving directions use alerting cues and accompany oral directions with written directions give only one direction at a time, and repeat if necessary do not present a command as a question or a favor reduce assignment length and strive for quality rather than quantity provide positive reinforcement when student is trying hard

* combine seeing, saying, writing, and doing
* teach memory techniques as a study strategy (mnemonics, visualization, oral rehearsal, numerous repetitions) * directly teach what nonverbal cues mean * model and have student practice reading cues in a safe setting * reward attention * break up activities into small units * use physical proximity and touch * use study carrels, headphones, a quiet place, or preferential seating * establish realistic and achievable goals * seat student near a good role model * assess students’ interests and encourage choice making * utilize hands-on activities to teach concepts * put unnecessary materials away to minimize distractions * give advance warning of when a transition is to take place * combine verbal, auditory, and/or visual cues to indicate transition times * provide positive reinforcement for transitioning without incident * * * * * * * get student’s attention before giving directions actively involve student in lesson make sure material is challenging, but not beyond the students capability make sure material is not to difficult for student, and they have mastered the necessary pre-requisite skills explain to student what your expectations are as to what “paying attention” looks like. give time limits for small units of work with positive reinforcement for timely task completion utilize a contingency contract, or visual cues (clock, timer) for selfmonitoring. allow for the use of a computer, word processor, or AlphaSmart allow for a scribe or note-taker allow oral reports as opposed to written reports allow for shorter assignments

Difficulty making transitions from activity to activity or class to class Apparent inattention, daydreaming, or under activity

Poor time management

Poor handwriting

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Classroom Accommodations for Students
Difficulty remaining seated or in a particular position when required Frequent involvement in physically dangerous activities without regard to consequences Difficulty with unstructured time Losing items/supplies necessary for school * allow frequent opportunities to get up and move around * allow short stretching or exercise breaks * tailor lessons such that they require bodily movement

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anticipate dangerous situations and plan a response in advance teach students to STOP-LOOK-LISTEN keep student in close proximity to you pair the student with a responsible peer

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provide the student with a definite purpose during unstructured time keep students busy and occupied with engaging materials/activities help the student get organized teach organizational strategies teach student to know that there is a place for everything, and everything has a place


								
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