Docstoc

Classroom Accommodations for Students with Disabilities - DOC

Document Sample
Classroom Accommodations for Students with Disabilities - DOC Powered By Docstoc
					                      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    * gain student’s attention prior to giving direction or instruction
Strategies            * 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.
Increase Listening/   * use simple language
Auditory Skills       * use repetition
                      * demonstrate or model
                      * use manipulatives and visual aides
                      * build on students prior knowledge
Textbook              * use audiotape or CD to record content
Adaptations           * 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
Assignments and       * content length and time requirement is appropriate
Homework              * required skill level is appropriate
                      * explain assignment and answer all questions
                      * model assignment if appropriate
                      * check for understanding
Motivation            * explain why assignment is important
                      * due date
                      * support available to complete task
                      * student involvement in decision making
Teach Appropriate     * use classwide peer tutoring as a structured technique to improve academic
Social Skills for       skills
Academic              * CWPT provides context for students to receive social skills instruction
Development           * practice social skills
                      * reward students for demonstrations of appropriate social interactions
Effective Behavior    * establish classroom rules, consequences, and rewards the first week of
Management              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
                          Classroom Accommodations for Students
Difficulty sequencing      * break up task into workable and manageable steps
and completing steps       * provide examples and specific steps to accomplish task
to accomplish specific
tasks
Shifting from on           * define the requirements of the activity to be completed
uncompleted activity         (Your math is completed when all six problems are answered and
to another without            correct; do not begin the next task until your math is completed).
closure
Difficulty following       *   gain student’s attention before giving directions
through on                 *   use alerting cues and accompany oral directions with written directions
instructions from          *   give only one direction at a time, and repeat if necessary
others                     *   do not present a command as a question or a favor
Difficulty sustaining      *   reduce assignment length and strive for quality rather than quantity
effort and accuracy        *   provide positive reinforcement when student is trying hard
over time
Difficulty with any        * combine seeing, saying, writing, and doing
task that requires         * teach memory techniques as a study strategy (mnemonics, visualization,
memory                       oral rehearsal, numerous repetitions)
Confusion with             * directly teach what nonverbal cues mean
nonverbal cues             * model and have student practice reading cues in a safe setting
Difficulty sustaining      * reward attention
attention to tasks or      * break up activities into small units
other activities           * 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
Difficulty making          * give advance warning of when a transition is to take place
transitions from           * combine verbal, auditory, and/or visual cues to indicate transition times
activity to activity or    * provide positive reinforcement for transitioning without incident
class to class
Apparent inattention,      *   get student’s attention before giving directions
daydreaming, or            *   actively involve student in lesson
under activity             *   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
Poor time                  *   explain to student what your expectations are as to what “paying
management                     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 self-
                               monitoring.
Poor handwriting           *   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
                    Classroom Accommodations for Students

Difficulty remaining    * allow frequent opportunities to get up and move around
seated or in a          * allow short stretching or exercise breaks
particular              * tailor lessons such that they require bodily movement
position when
required
Frequent                *   anticipate dangerous situations and plan a response in advance
involvement in          *   teach students to STOP-LOOK-LISTEN
physically dangerous    *   keep student in close proximity to you
activities without      *   pair the student with a responsible peer
regard to
consequences
Difficulty with         *   provide the student with a definite purpose during unstructured time
unstructured time       *   keep students busy and occupied with engaging materials/activities
Losing items/supplies   *   help the student get organized
necessary for school    *   teach organizational strategies
                        *   teach student to know that there is a place for everything, and everything
                            has a place

				
DOCUMENT INFO