Readingo Provide immediate feedback
o Use of a segmenting board for phonemic awareness o Teach strategies for decoding words (ie - tapping / sounding out words) o Repetitive practice for knowledge of consonant and vowel sounds using sound / symbol cards with picture cues o When reading or doing silent work, reduce distractions by moving for a period of time o Directly teach troublesome words / phrases before the lesson and practice with the student o Reader o Practice and review materials before presenting to a group to promote better reading and comprehension o High interest / low level reading material to increase interest in reading and to help child feel successful o Use of high interest materials to increase interest in reading o Pre-reading o Use of a bookmark / index card as a place keeper o Provide colored tracking slips o Adjust materials to match reading level o Reduce amount of text to be read at one time o Eliminate visual distractions on the page o Highlight important points o Allow for a reading buddy Testingo Length
o Format o Extended time o Enlarged print o Alternative forms of assessment (ie - oral) o Review of the actual test o Multiple choice (limit answers to 3) o Matching tests (limit to 5 sets) o Reader for non-reading assessments o Writer for non-writing assessments o No penalty for spelling and/or grammar errors, poor handwriting or reversals o Manuscript instead of cursive o Test content knowledge, not reading, writing, or spelling ability o Allow ample space for student response o Use of separate paper if needed o Modify testing mode or setting Class Assignmentso Resource help on special assignments
o Extended time for major assignments o Modification of format length of assignments o Reduced amount of work with focus on quality o Prioritize assignments and activities o Divide work into short, sequential steps or ‘mini- assignments’ with opportunities for feedback at the end of each segment o Cannot move on to next task until current task is complete o Move on to next task, if feeling frustrated (as a break) and come back to the frustrating task o Longer assignments presented in segments o Regular guidance / supervision on planning assignments-especially extended projects o Outline with due dates (ie – rough draft, drawing, final draft) o Written assignment handout o List or post all steps necessary to complete a task o Allow student to complete a few homework problems in class and check in with teacher with questions and or feedback o Peer tutoring Lesson Presentationo Discuss errors and how they are made
o Manipulatives o Teacher circulates around the room o Cue student before calling on him/her o WHISPER to get everyone's attention o Cue when an important point is to be made o Computer assisted instruction o Taped lectures/texts o Use visual models and demonstrations o Books on tape o Change activity or method o Word banks o Highlight questions or important sections, key words, phrases, operations signs in math o Mnemonic strategies to aid memory formation and retrieval o Provide examples: pictures, video, act-out, ‘real- life’ examples o Hands-on opportunities to understand new concepts o Use of manipulatives and multi-sensory presentation and strategies that include visual, auditory, and tactile clues o Provide visual representation to enhance attention o Condense information o “Real-life” connection o Assure that handwritten materials are legible o Games (ie- Jeopardy, Who Wants to be a Millionaire, Kahoot…) o Partners o Tape record and / or highlight main ideas o Enlarge work o Copy worksheets & highlight important information o Work modified to level o Teach most important information necessary o Brainstorm prior knowledge o Small group o Focus on one area / term at a time o Draw pictures of terms o Webbing important information o Multiple practice / examples o Participate in projects o Write down key words on board to aid in note- taking during lectures o Turn off lights and use a flashlight to to highlight materials on board or students o Teach semantic mapping o Teach to current level of ability Organizationo Assignment notebook
o Bi-weekly monitoring sheets o Use of a ‘trapper-keeper’ or filing system o Visual and verbal reminders for transition times o Maintain accountability for participation in classroom activities o Implement How Does Your Engine Run? o Breaks during testing o Prepare for changes in routine and transition times o Assignment sheet o Checklist of what to bring to class o Use of an assignment book with daily check-ins to ensure assignments are understood o Checklist of activities o Class lesson agenda provided o Lessons / homework copied for parents o Graph paper for organization o Block off unnecessary visual information on worksheets o Have writing / classroom tools prepared in one area to increase on-task behavior o Consistent, predictable schedule taped to a notebook or posted in class o Periodically review organizational system o Color Code: Highlight notes in different colors (main ideas one color, details one color…) o Color Code: On weekly calendar, use blue pen for math assignments, red for LA, green for science… o A weekly syllabus of upcoming week's assignments and lessons posted o Student planner o Peer helper to periodically review student's organizational system o Large interoffice folder duct taped to inside of backpack to place homework o An extra set of text books at home to minimize not having necessary homework materials o Have a consistent ways for students to turn in and receive back papers o Teach sequencing skills o Teach study skills o Teach visual imagery Technological Aidso Calculator
o Spell checker o Opportunity to use word processor for writing assignments |
Matho Practice addition and subtraction math facts (may
benefit from manipulatives) o Rote practice for counting by 2s, 5s, 10s… o Use of calculator for math assignments o Lined paper turned sideways for computation o Provide problems in picture format o Modify homework (ie - 2 problems/pg not 6) o Practice addition and subtraction math facts (may benefit from manipulatives) o Use of a strategy flipbook (containing definitions, key terms…) o Provide concrete aids: number line, shapes, ruler, clock, money... o Highlight the words that indicate the operation o Repeat until successful o Highlight cue words / phrases in word problems o Read word problems aloud Behavioro Provide immediate feedback
o Consistent routine o Change of schedule o Behavior charting o Positive reinforcement system o Use of a reflective point system o Set individual goals with student o Structure, repetition, and practice o Praise and reinforcers for appropriate choices o Reduce distractions o Private discrete cues for staying on task o Picture cues for schedule o Maintain a positive or neutral tone o Prepare for changes in routine o Close proximity to teacher o Behavior sticker chart o Home-school notebook o Parent conferences o Daily / Weekly reports home o Parent contracts o Home visits o Reteach expected behavior o Clear expectations, limits, and consequences o Anticipate dangerous situations and plan for in advance o Learn to recognize signs of distress o Allow opportunities to show strengths o Reward system o Permit ‘play’ with small objects, that will not be too distracting, to help with attention o Allow movement breaks (ie - run an errand, get a drink) o Post classroom rules o Post daily schedule o Quietly teach appropriate behavior o Conference privately. Do not allow an 'audience' o Avoid arguing / conflict and speak matter-of-factly in a calm voice o Walk away o Give (teacher approved) choices in lieu of demands o Be consistent o State requests in "DO" form, avoid "DO NOT" o Turn lights on / off to capture attention o Buddy teacher or change of classroom o Modified length of day o Frequent change of activity o Provide place for a quiet time o Provide opportunity to role play o Implement Safety Care strategies Student Aidso Guided outline for note taking
o Summary of teacher’s notes o Weekly syllabus of upcoming lessons and assignments o Student scribe (note taker) to assist with classroom discussions and lectures o Teacher copied notes o Highlighted text o Prepared study sheets o Outline with blanks o Provide a ‘practice test’ o Headphones to play white noise or soft music or to block out other auditory distractions o Allow for a scribe o Allow for alternative method for completing assignments) oral presentation, taped report, visual presentation, graphs, maps, pictures...) o Peer tutor o One-to-one instruction o Small group o Cross grade grouping o Utilization of a classroom aide (if one is available) Written Assignmentso Taped responses
o Modified length o Practice penmanship for letters and numbers o Use Handwriting Without Tears® Paper and letter formation o Extra time for written assignments o Use of a personal dictionary (Words I Use When I Write…) o Spell check o Stetro grip for pencil o Tilted desk top or slant board o Model and hand over hand assist for fine motor tasks such as writing, cutting, and drawing o Dictated written responses o Use word processor or computer for all or final writing assignments o Pre-writing exercises for strengthening, shoulder stability and coordination o Written assignments commensurate with IEP o Write words supporting the development of structural knowledge for word identification skills o Writing activities directly linked and coordinated with phonemic awareness o Prioritize writing assignments and accept brief responses for lower priority assignments o Provide models for completed projects and for letters and numbers o Extra space to write answers o Use of a spaceman o Finger space between words o Modify lines on worksheets o Use of computer for written assignments Seatingo Location, near teacher, in front, in back...
o Carrels o Frequent sensory and movement breaks o Preferential seating to promote optimal performance and attention and reduce distractions o Provide a place for quiet time o Modify physical space o Encourage to sit near positive role models Languageo Repeated practice with new vocabulary and
concepts o Have student repeat back directions and check frequently for understanding of directions o Good models of pronunciation and language o Give directions one at a time o Repeat directions on an individual basis o Accompany oral directions with written directions o Explain vocabulary and concepts o Use direct language in addition to using ‘wh’ questions (ie- say, “Where is your pencil box? Get your pencil box.”) o Cue to use voice o Prepare for oral answers in advance o Cue for easy speech when stuttering o Clear speech and articulation models o Give directions in 1-2 concrete steps at a time o Good grammar models o Extra time for processing o Private, discrete cues for staying on task o Limit amount of verbal information o Speak louder o Repeat, rephrase, restate o Speak slowly or louder o Get attention prior to asking questions o Reteach concepts with modified language o Pause frequently when providing auditory information o Cue to make eye contact when talking to others o Social skills training o Elicit responses when student has an answer |
Sensory Options
o Social skills training
o Tight fitting vests o Weighted objects, vests, or blankets to set on lap, shoulders, or hands o Air seat pads (Disco sits) o Sitting on a yoga ball o Rocking chair o A bin with different various pieces of textured fabric o Containers of rice, beans, sand, noodles, etc o Foot rest o Exercise Bands o Scented markers and stickers |
o Work corral
o Weighted pencils or erasers o Rubber pencil grips o Fidget toys o Chewing gum o Floam Slime / Flubber o Massagers / toys that vibrate o Silly putty / Theraputty o Play Doh o Slinky o Bubble wrap o Heavy lifting jobs and tasks o Wiggle / balance board o Large motor / whole body movements / activities o Dimmer lighting |
o Taping a strip of something
with a certain texture on or under the desk, on pencil, or on other objects, like Velcro, bristles from paint brush, smooth slick surfaces, mild sand paper, rubber, cloth, fuzzy plush animals, stress balls, etc o Headphones for music or nature sounds like rain/water o Headphones to block out sound for quiet o Allow for comfortable positions to work (ie-lay on floor) |