Chapter+4

Reading worksheet - i would cross off 2 choices from each item, thus making it easier for students to pick out what the anwser is.  Math worksheet: I would give the student extra time to complete or spread the worksheet over a couple different days. I may also cover up part of the work sheet so that the student could only see a few problems or one problem at a time thus not getting distracted by the other problems and not getting overwhelmed  Maps: I would have the student either complete only a few questions at a time, or pick out 5 of the questions they wanted to anwser. I may also put students into groups so that they have another person to help them out.

















**//SLANT mnemonic is useful://**

N—Nod occasionally to signal understanding.
T—Track the teacher with your eyes.

n Use of audio recording
Often is an excellent aid in overcoming reading disabilities – student can replay the audio to clarify understanding of directions or concepts

n Clarify or simplify written directions
Teacher can help by underlining or highlighting the significant parts of the directions

n Present small amount of work
Teachers can tear pages out of a workbook or split worksheets into sections to prevent students form looking at the whole.

n Block out extraneous stimuli
A blank sheet of paper can be used to block sections of a worksheet that distract the student

n Highlight essential information
Teacher can mark information with a highlight pen

n Locate place in consumable material
Having students place a mark or a cut in the bottom corner of the last complete page – makes it easier for them to figure out where to start

n Provide additional practice activities
Teachers can supplement work with additional practice activities that will help the student complete their work

n Provide glossary in content areas
Students will often benefit from having a glossary with the special terms they may not know

n Develop reading guides
This provides students with a road map of what is written and what they are to read.

= Accommodations Involving Interactive Instruction =

n Use explicit teaching procedures.
Since many teaching materials do not cue teacher as to when to use explicit teaching procedures it is good to know material well and to have your own cues as to when to use them.

n Repeat directions.
Having other students help peers and teachers out by repeating the directions when the teacher is unavailable.

n Maintain daily routines.
Students with learning problems need a more structured routine to know what is coming next

n Use mnemonic instruction.
This helps students remember key information about the specific subject.

n Emphasize daily review.
This helps students connect old information with new information.

= Accommodations Involving Student Performance =

n Encourage use of graphic organizers.
== List topic on the first line, collect and divide information into major headings, list all information relating to major headings on index cards, organize information into major areas, place information under appropriate subheadings, and place information into the organizer format ==

n Place students close to the teacher.
This helps students who have attention problems, helps keep distracting materials away from these students

n Encourage use of assignment books or calendars.
Helps students with time management, they should set aside a special section of these books just for homework assignements.

n Reduce copying activities.
Hand out worksheets will all information on them – prevents them from missing something while copying

Have students turn lined paper vertically for math.
Helps students keep number in the appropriate line when turned vertically

n Use cues to denote important items.
Asterisks or bullets can help declare the important items

n Design hierarchical worksheets.
The early success helps students begin to work

n Allow use of instructional aids.
Letter and number strips can be helpful to students when doing their work

n Display work samples.
This helps students realize expectations and plan accordingly

n Use peer-mediated learning.
Using pairs with different ability levels helps both students learn

n Encourage note sharing.
Helps those who have difficulty taking notes

n Use flexible work times.
Helps those who work slowly, gives them the ability to complete their written work

n Provide additional practice.
Many students with learning problems need additional practice

n Use assignment substitutions or adjustments.
Allow students to complete projects or oral rather than written or vise versa!