Week+6

[[file:ch 4 note outline.rtf]]
Worksheet Modifications



SLANT mnemonic is useful:
==== n **S **— //Sit // up straight. ==== ==== n **L **— //Lean // forward in your desk. ==== ==== n **A **— //Act // interested. ==== ==== n **N **— //Nod //<span style="font-family: 'Tahoma','sans-serif'; font-size: 12pt;"> occasionally to signal understanding. ==== ==== n **<span style="font-family: 'Tahoma','sans-serif'; font-size: 12pt;">T **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">— //<span style="font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Track //<span style="font-family: 'Tahoma','sans-serif'; font-size: 12pt;"> the teacher with your eyes. ==== =Accommodating Students with Learning Problems in the General Classroom Accommodations Involving Materials  = Use of audio recording- excellent aid in over coming reading disabilities Clarify or simplify written directions- highlight or underline specific parts of directions so they aren’t so overwhelming to students. Present small amount of work- teacher can give students work one page at a time. This will prevent the student from looking at the whole workbook or text at one time and getting overwhelmed. Block out extraneous stimuli- Using windows to display only what is needed or using blank sheets to cover problems the student is working on helps the student from becoming distracted. Highlight essential information- for students who can read, but have a hard time finding the important information- the teacher can high light important text. Locate place in consumable material- when a work book or other homework is completed, the student cuts a diagonal corner so the teacher knows where to pick up for the next time. Provide additional practice activities- these include instructional games, peer teaching activities, self correcting materials and computer software. Provide glossary in content areas- for use of the specific language in the content area. Develop reading guides- provides the student with a road map of what is written and features questions to him focus on relevant content.

Accommodation Involving Interactive Instructions

==<span style="font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">Use explicit teaching procedures- helps teachers include explicit teaching steps within their lessons before, during and after. ==

<span style="font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">Repeat directions- Have students repeat directions in their own words.
<span style="font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Maintain daily routines- students with learning problems need the structure of daily routines to know what to do and what is expected. Provide copy of lecture notes- teacher can give students who have a hard time taking notes during a presentation a copy of the notes. Provide students with a graphic organizer- an outline, chart or graph can be given to students to fill in during presentations. Use step-by-step instruction- new or difficult steps can be presented in small, sequential steps. Combine verbal and visual information- verbal information can be combined with a handout. Write key points or words on the chalkboard- prior to a presentation the teacher can write new vocabulary words on the board or overhead. Use balanced presentations and activities- an effort should be made to balance oral presentations with visual information and participatory activities. Also a variation between large and small group and individual work. Use mnemonic instruction- helps students to remember new information or steps in learning a new 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- daily reviews of previous learning or lessons can help students connect new information with prior knowledge. Accommodations Involving Student Performance

Change response mode- for students who have a difficulty in fine motor responses- response mode can be changed to underlining, selecting from multiple choices, sorting or marking. Provide an outline of the lecture- enables the students to follow the lesson successfully and make appropriate notes. Encourage use of graphic organizers- involves organizing material into visual format. Place students close to the teacher- student with attention problems can be seated next to the teacher, chalk board or work area- away from distractions. Encourage use of assignment books or calendars- used for recorded assignment due dates, list school related activities, record test dates and timelines for assignments. Reduce copying activities- this can be minimized by including information or activity on handouts or worksheets. Have students turn lined paper vertically for math- helps students to keep numbers in appropriate columns while computing math problems. Use cues to denote important items- using asterisks or bullets to mark problems that count heavily in grading. Helps students to spend time appropriately during tests. Design hierarchical worksheets- teacher can design worksheets with problems arranged from easiest to hardest. Allow use of instructional aids- students can be provided with letter and number strips to help them write correctly. Display work samples- samples of completed assignments can be displayed to help students realize expectations and plan accordingly. Use peer-mediated learning- teacher can pair peers of different ability levels to review their notes, study for a test, read aloud to each other, read directions or word problems. Encourage note sharing- have students share their notes with others that were gone or with learning problems. That way those behind can focus on their presentations. Use flexible work times- students who work slowly can be given more time to complete projects. Provide additional practice- many students with learning problems need more practice to master a skill. Use assignment substitutions or adjustments. – Students can be allowed to complete projects intead of oral reports or vice-versa.