Using knowledge of Students with Disabilities to Accommodate

Learning Styles and Modify Instructional Practices

Use Good Communication Techniques to Facilitate Listening/Speech Reading Directly face the student and be in close

proximity (3-5 feet) Get the student’s attention before

speaking Stand in one place if possible Speak at a slow/moderate level and

speak clearly Environmental Adjustments Ensure good lighting is available in the

room while controlling glare Avoid sitting/standing in front of a light

source as this interferes with speech reading

Reduce background noise Close doors to reduce noise from

hallways Modify chairs (i.e., tennis balls attached

to chair legs Modify desk (i.e., felt cloth/rubber

cushions) to reduce noise level

Accommodations for the Hearing

Impaired

Set clear behavioral expectations and classroom routines

Actively teach appropriate social skills

Chunk longer assignments to minimize frustration

Read your own emotions and stay calm in the face of crisis

Behavior Plans should be implemented with consistency and fidelity

Catch them doing things right!

ACCOMDODATIONS FOR STUDENTS WITH

EMOTIONAL DISTURBANCE

Extra time to get from one classroom to another

Note takers, use of tape recorders, laptop word processors, or photocopying of notes from peers

Test accommodations: extended time, separate "quiet" place, scribes, access to adaptive computer stations, point to test answers

Special computer hardware/software; voice activated word processing, word prediction, keyboard modification, alternative mice

Extra time for assignments due to slow writing speed

Accommodating Students with

Orthopedic Impairments

Allow additional time to complete in-class assignments

Allow for extra or extended breaks Provide student with instructor’s notes or help student obtain quality notes from other students

Allow student to audio record lectures for later playback

Provide both oral and written instructions; clarify instructions

Avoid placing student in high pressure situations (e.g., short time frames, extensive volume of work; highly competitive)

Accommodating Students with

Traumatic Brain Injuries

Use of Sign Language Use lots of visuals/manipulatives to

communicate ideas. Look directly toward students

when speaking to facilitate lip reading

Accommodations for Deafness

Teach concepts in VERY small chunks

Assess learning frequently and provide immediate feedback

Teach information and new concepts using concrete materials (pictures, manipulatives, LOTS of hands on activities)

Avoid introducing concepts in the abstract

Demonstrate ideas to students then have them repeat what you have demonstrated immediately afterwards.

Create opportunities for frequent repetition and practice of skills

Teach life skills where applicable( math for grocery shopping, reading bus schedules, ect)

Accommodations for Students with

Intellectual Disabilities

Teach skills in a manner that capitalizes on student strengths (Use the multiple intelligences to teach information!)

Differentiate the product and be creative about how you assess the student (Can they tell you what they have learned as opposed to write it?) Can they draw a picture that thoroughly explains what you have taught them?

Allow extended time for learning new concepts

Pair student with a stronger partner who can assist with completing difficult tasks and model appropriate skills (ie Fluency Partners for reading activities)

Teach organizational and study skills

Accommodations for Students with

a Specific Learning

Disabilities

Be purposeful about classroom set up and space (is the environment easy to navigate?)

Create an environment rich in sensory learning (use sound, touch, smell and taste to teach concepts).

Make sure to provide appropriate materials for learning (Books on tape , braille materials, large print texts and materials, colored overlays for white paper)

Seat student close to blackboard or projector screen

Make sure student uses glasses or other seeing aids if required.

Accommodations for Students with

Visual Impairments,

including Blindness

Provide one step directions (receptive language)

Use LOTS of visuals to teach new vocabulary and concepts (receptive language)

Allow extended response time for items that require language expression

Read materials aloud to students where applicable

Accommodating Students with

Speech-Language Impairments

Multiple Disabilities

Other Health Impairment

Deaf-Blindess

Your task for this assignment will be to create a visual tool, flip chart, or organizer that functions as a quick reference tool that you will be able to use in your classroom. The chart should be designed to provide a list of possible accommodations and modifications for the following common learning challenges:

Reading Decoding/ Reading Fluency Reading Comprehension

(literal/inferential) Math Computation Math Application Inattention/Task Completion Executive Functioning (Organizing

information and materials/Controlling Impulses)

Following Directions Written Expression Synthesis and Application of Basic Skills Retention of Information

Accommodations and Modifications

Quick Reference Tool Assignment

Due April 23rd, 2014 Requires Independent Research Be Creative but make it user

friendly I will bring a sample flip chart for

next class The rubric for the assignment will

be given to you next class

More in the assignment….

Read the article: Getting from Here to There: UDL, Global Positioning Systems, and Lessons for Improving Education

Be prepared to participate in a Socratic Seminar next Class

The rubric will be e-mailed to you

Homework

1. List two useful accommodations for students with Hearing Impairments.

2. List two specific tools you can use to address social skill deficits in students on the Autism Spectrum.

(This is a review question)

3. Explain why giving multi-step directions to a student with receptive language deficits can make demonstrating learning difficult for that student.

Send your answers to by responding to the group e-mail

Quick Quiz