DISABILITY: CHARACTERISTICS: IMPACT OF DISABILITY: (How might school performance be affected?) SPECIALIZED INSTRUCTIONAL STRATEGIES TO CONSIDER: SUPPORTS/ ACCOMMODATIONS TO CONSIDER: 1 Specific Learning Disability: Executive functioning Working memory deficit • Forgets assignments or parts of assignments. • Forgets to bring materials to or from school. • Forgets to hand in homework. • Loses or misplaces belongings. • Forgets classroom procedures. • Forgets to do chores. • Forgets part or all of verbal directions for tasks or chores. Direct instruction of strategies: • Mnemonic devices. • Visual imagery. • Selftalk. • Selfmonitoring strategy. • Use of storage devices such as agenda, calendars, electronic organizers, recorders. • Use of cueing devices such as verbal reminders, alarms on watches, visual cues in classroom, sticky notes in prominent locations. Specific Learning Disability: Executive functioning Difficulty with response inhibition o Talks without raising hand. o Interrupts. o Talks back. o Makes insensitive comments. o Has difficulty waiting turn. o Has physical contact with peers or siblings. o Can’t wait while adult helps someone else. o Teach social strategies. o Teach replacement behaviors. o Teach self monitoring strategies. o Restrict access to settings in which the student can get into trouble. o Increase supervision (move closer to adult in classroom). o Find ways to cue student to control impulses (posting rules, verbal reminders, secret signal).
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
DISABILITY: CHARACTERISTICS: IMPACT OF DISABILITY: (How might school performance be affected?)
SPECIALIZED INSTRUCTIONAL STRATEGIES TO CONSIDER:
SUPPORTS/ ACCOMMODATIONS TO CONSIDER:
1
Specific Learning Disability: Executive functioning
• Use of storage devices such as agenda, calendars, electronic organizers, recorders.
• Use of cueing devices such as verbal reminders, alarms on watches, visual cues in classroom, sticky notes in prominent locations.
Specific Learning Disability: Executive functioning
Difficulty with response inhibition
o Talks without raising hand.
o Interrupts. o Talks back. o Makes insensitive
comments. o Has difficulty waiting
turn. o Has physical contact
with peers or siblings. o Can’t wait while adult
helps someone else.
o Teach social strategies.
o Teach replacement behaviors.
o Teach self-‐monitoring strategies.
o Restrict access to settings in which the student can get into trouble.
o Increase supervision (move closer to adult in classroom).
o Find ways to cue student to control impulses (posting rules, verbal reminders, secret signal).
DISABILITY: CHARACTERISTICS: IMPACT OF DISABILITY: (How might school performance be affected?)
SPECIALIZED INSTRUCTIONAL STRATEGIES TO CONSIDER:
SUPPORTS/ ACCOMMODATIONS TO CONSIDER:
2
Specific Learning Disability: Executive functioning
Difficulty with emotional control
§ Has frequent tantrums. § Overreacts to small
problems. § Has frequent mood
changes. § Becomes overly
anxious. § Temper flares quickly. § Is slow to recover from
disappointments. § Shuts down.
§ Teach coping strategies.
§ Teach positive self-‐statements and model appropriate use.
§ Anticipate problem situations and prepare the student for them.
§ Structure the environment to avoid the problem situations.
§ Break tasks into smaller steps.
Specific Learning Disability: Executive functioning
Difficulty sustaining attention
Ø Fails to complete work or chores on time.
Ø Stops before work is finished.
Ø Switches frequently between activities.
Ø Has difficulty listening to stories read aloud.
Ø Is distracted by things happening around him/her when doing seatwork or homework.
Ø Teach the use of self-‐monitoring strategies.
Ø Write start/stop times on assigned tasks.
Ø Use incentive systems.
Ø Break tasks into subtasks.
Ø Give student short breaks.
Ø Set a timer to complete a task.
Ø Use a self-‐monitoring tape for student to check his/her own progress.
Ø Make tasks interesting using
DISABILITY: CHARACTERISTICS: IMPACT OF DISABILITY: (How might school performance be affected?)
SPECIALIZED INSTRUCTIONAL STRATEGIES TO CONSIDER:
SUPPORTS/ ACCOMMODATIONS TO CONSIDER:
3
various instructional modalities.
Ø Provide praise when student is on task.
Specific Learning Disability: Executive functioning
Difficulty with task initiation
v Needs reminders to get started on classwork or homework.
v When one task is completed, slow to start another one.
v Waits for someone else to begin in group activities.
v Needs cues to begin overlearned routines.
v Instruct and model through early portions of tasks.
v Provide verbal cues to get started.
v Arrange for a visual cue to prompt start.
v Note start and stop times when tasks are completed.
v Use timer.
Specific Learning Disability: Executive functioning
Difficulty with planning/ prioritization
ü Has difficulty carrying out a long-‐term project, deciding what needs to happen first, second, etc.
ü Can’t make or follow a timeline for project completion.
ü Doesn’t offer useful suggestions for how to complete a task when
ü Teach student to use agendas or planners.
ü Teach how to create and use a to-‐do list.
ü Teach how to break large tasks or assignments into manageable parts.
ü Provide a plan or schedule for the student to follow.
ü Use scoring rubrics when giving assignments.
ü Break long-‐term projects into clearly defined subtasks and attach deadlines to
DISABILITY: CHARACTERISTICS: IMPACT OF DISABILITY: (How might school performance be affected?)
SPECIALIZED INSTRUCTIONAL STRATEGIES TO CONSIDER:
SUPPORTS/ ACCOMMODATIONS TO CONSIDER:
4
working on a group project.
ü Can’t organize a group game at recess or with friends at home.
ü Can’t complete tasks in the order of priority or importance.
ü Can’t take notes in lectures that focus on the most important information.
each subtask. ü Create a project
template.
Specific Learning Disability: Executive functioning
Difficulty with organization
Has messy desk. Has messy notebooks, backpacks, etc.
Can’t find belongings when asked.
Can’t produce an organized piece of writing.
Doesn’t turn in assignments he/she says are completed.
Teach organizational strategies for belongings, notebooks, etc.
Teach strategies for organizing writing-‐mapping, structured paragraphs, essay shells, etc.
Model use of graphic organizers and methods of taking ideas from graphic
Provide examples of how to organize notebooks, backpacks, etc.
Use color codes or other meaningful items to help student logically organize and separate work.
Provide a shell for student to practice organization of his/her writing.
DISABILITY: CHARACTERISTICS: IMPACT OF DISABILITY: (How might school performance be affected?)
SPECIALIZED INSTRUCTIONAL STRATEGIES TO CONSIDER:
SUPPORTS/ ACCOMMODATIONS TO CONSIDER:
5
organizers and translating into organized text or sentences.
Specific Learning Disability: Executive functioning
Difficulty with time management
• Has difficulty completing tasks on time.
• Misses deadlines for assignments.
• Has difficulty estimating how long it takes to do something.
• Can’t adjust schedule to fit in new tasks, special events.
• Can’t complete routines consistently on time.
• Teach the use of schedules and timers.
• Teach strategies for managing time.
• Give student a schedule to follow and prompt him/ her at each step.
• Be consistent in your own time management.
• Impose time limits. • Provide reminders
about how much time is left.
• Use cueing devices such as clocks, bells, or alarms.
Specific Learning Disability: Executive functioning
Difficulty with goal-‐directed persistence
o Doesn't stick with challenging tasks.
o Can’t sustain attention well to tasks that are not intrinsically interesting.
o Teach student to backward plan.
o Teach student how to break tasks into parts.
o Provide student with realistic and concrete goals for lessons and chapters.
o Include goals in your lessons and remind student of progress toward goals.
o Give student a
DISABILITY: CHARACTERISTICS: IMPACT OF DISABILITY: (How might school performance be affected?)
SPECIALIZED INSTRUCTIONAL STRATEGIES TO CONSIDER:
SUPPORTS/ ACCOMMODATIONS TO CONSIDER:
6
schedule to follow and prompt him/ her at each step.
o Be consistent in your own time management.
o Impose time limits. o Provide reminders
about how much time is left.
o Use cueing devices such as clocks, bells, or alarms.
Specific Learning Disability: Executive functioning
Difficulty with flexibility
Ø Easily upset by changes in plans, disruptions in routines.
Ø Struggles with open-‐ended tasks.
Ø Doesn’t try multiple approaches to solving problems.
Ø Excessively ‘rule-‐bound.’
Ø Teach coping techniques.
Ø Reduce novelty by advance familiarization with places, schedules, or activities.
Ø Pre-‐teach material. Ø Provide cues for
transitions. Ø Decrease the
speed, volume or complexity of information presentation.
Ø Break tasks into component parts.
DISABILITY: CHARACTERISTICS: IMPACT OF DISABILITY: (How might school performance be affected?)
SPECIALIZED INSTRUCTIONAL STRATEGIES TO CONSIDER:
SUPPORTS/ ACCOMMODATIONS TO CONSIDER:
7
Ø Adapt open-‐ended tasks to make them more closed.
Ø Provide student with templates and/or rubrics.
Ø Increase the level of support around a task by offering reassurance, step-‐by-‐step assistance, close contact during transitions, or cueing coping strategies.
Specific Learning Disability: Executive functioning
Difficulty with metacognition (knowing when to use a particular strategy in a particular situation)
v Asks for help rather than trying to solve a problem on his or her own.
v Doesn’t notice how others react to his or her behavior.
v Doesn’t like tasks or games that involve problem solving.
v Model and teach use of metacognitive strategies.
v Teach social/behavioral skills with perspective taking activities.
v Prompt student to use analytical skills by embedding questions designed to elicit metacognition (ex. “How did you solve that problem?”).
v Build error monitoring into tasks (have student show that he/she has
DISABILITY: CHARACTERISTICS: IMPACT OF DISABILITY: (How might school performance be affected?)
SPECIALIZED INSTRUCTIONAL STRATEGIES TO CONSIDER:
SUPPORTS/ ACCOMMODATIONS TO CONSIDER:
8
checked work). v Use scoring rubrics
to define what a quality product or assignment will include.
Specific Learning Disability: Executive functioning
Difficulty with naming facility (rapid automatized naming)
• Difficulty with reading fluency.
• Oral reading may be slow and laborious.
• Difficulty with timed reading tasks
• Use of word retrieval games such as Password, Charades, Crosswords, Pictionary, etc.
• Intersperse or sandwich high interest activities within curriculum relevant activities.
• Explicit teaching of metacognitive strategies that incorporate the student’s learning strengths.
• Make a game out of how many of X the student can
• Allow alternative format for timed activities.
• Alternative format for oral reading activities (do not ask to read aloud in front of peers).
• Allow extra time to complete assignments.
• Consider need for assistive technology solutions for reading tasks.
• Allow student extra time to process information before requiring a response.
DISABILITY: CHARACTERISTICS: IMPACT OF DISABILITY: (How might school performance be affected?)
SPECIALIZED INSTRUCTIONAL STRATEGIES TO CONSIDER:
SUPPORTS/ ACCOMMODATIONS TO CONSIDER:
9
name within a given time. Have the student compete against his/her own best score.
• Have the student plot or graph progress.
• Teach student how to use any assistive technology provided.
Specific Learning Disability: Auditory processing
Difficulty with auditory discrimination
ü Inability to recognize differences in phonemes (sounds), including the ability to identify words and sounds that are similar and those that are different.
ü Inaccurate pronunciation of new vocabulary words.
ü Confusion between similar sounding words.
ü Spelling difficulties.
ü Use manipulative to represent phonemes, syllables.
ü Use multisensory approaches to teach decoding, spelling.
ü Teach student to use assistive technology devices for spelling or note taking.
ü Preview/pre-‐
ü Consider need for assistive technology solutions for reading or spelling tasks.
ü Pair visual and auditory cues.
ü Use visuals, graphic organizers, outlines, and cloze notes with lecture.
ü Minimize distractions.
ü Provide
DISABILITY: CHARACTERISTICS: IMPACT OF DISABILITY: (How might school performance be affected?)
SPECIALIZED INSTRUCTIONAL STRATEGIES TO CONSIDER:
SUPPORTS/ ACCOMMODATIONS TO CONSIDER:
10
ü Difficulty learning foreign languages.
teach new vocabulary.
preferential seating where distractions are minimal (not necessarily near teacher).
ü Provide note taking assistance or notes.
ü Simplify oral directions.
ü Reduce penalty for spelling on in-‐class assignments.
ü Gain student’s attention prior to delivery of information.
ü Speak clearly without over exaggerating; adjust rate as needed.
ü Emphasize critical information.
ü Monitor student’s attending skills, provide breaks if necessary.
DISABILITY: CHARACTERISTICS: IMPACT OF DISABILITY: (How might school performance be affected?)
SPECIALIZED INSTRUCTIONAL STRATEGIES TO CONSIDER:
SUPPORTS/ ACCOMMODATIONS TO CONSIDER:
11
ü Allow manipulatives.
ü Reduce language level or reading level of assignments, as appropriate.
Specific Learning Disability: Auditory processing
Difficulty with phonological awareness (sound structures of language) NOTE: Phonemic awareness is a subset of phonological awareness. Any student with phonological awareness difficulty will have phonemic awareness trouble as well.
Sound (phoneme) level: o Difficulty isolating
sounds within words. o Difficulty blending
sounds into words or word parts.
o Difficulty identifying rhyming words.
o Difficulty matching sounds.
o Difficulty segmenting words into sound parts.
o Difficulty rearranging sounds within words.
Syllable level: o Difficulty identifying
syllables within words. o Difficulty re-‐arranging
or manipulating syllables within words.
o Difficulty blending syllables into words.
Sound (phoneme) level: o Explicit
instruction and drill on phonemic awareness exercises using blocks or chips to represent the sounds (rather than letters or letter combinations).
o Gradually increase the number of sounds (phonemes) as the student becomes more adept.
o Use of extra repeated practice and overlearning
o Pair visual and auditory cues.
o Use visuals, graphic organizers, outlines, and cloze notes with lecture.
o Provide note taking assistance or notes.
o Reduce penalty for spelling on in-‐class assignments.
o Reduce language level or reading level of assignments, as appropriate.
o Emphasize critical information.
o Use of highlighting. o Reduce amount of
material on the
DISABILITY: CHARACTERISTICS: IMPACT OF DISABILITY: (How might school performance be affected?)
SPECIALIZED INSTRUCTIONAL STRATEGIES TO CONSIDER:
SUPPORTS/ ACCOMMODATIONS TO CONSIDER:
12
o Difficulty segmenting words into syllables.
Word level: o Difficulty identifying
words within a sentence.
o Difficulty re-‐arranging or manipulating words within a sentence.
Sentence level: o Difficulty identifying
sentences within a passage.
o Difficulty re-‐arranging or manipulating sentences within a passage.
All levels: o Difficulty learning basic
reading skills needed for phonetic decoding of unknown words.
o Difficulty learning sound/symbol relationships.
o Difficulty learning to spell words correctly.
techniques. o Once the student
becomes adept with manipulating sounds using blocks or chips, begin to introduce letter symbols to represent the sounds.
Syllable level: o Try having the
student clap or tap to represent each syllable they hear.
o Explicit instruction and drill on phonological awareness exercises using blocks or chips to represent the syllables (rather than letters or letter
page. o Consider need for
assistive technology solutions for reading or spelling.
DISABILITY: CHARACTERISTICS: IMPACT OF DISABILITY: (How might school performance be affected?)
SPECIALIZED INSTRUCTIONAL STRATEGIES TO CONSIDER:
SUPPORTS/ ACCOMMODATIONS TO CONSIDER:
13
combinations). o Use of extra
repeated practice and overlearning techniques.
o Once the student becomes adept with manipulating syllables using blocks or chips, begin to introduce letter symbols to represent the syllables.
o Use of multi-‐sensory activities (VAKT).
All levels: o Teach the student
to use any pertinent assistive technology devices for help with reading or spelling barriers in upper grades.
DISABILITY: CHARACTERISTICS: IMPACT OF DISABILITY: (How might school performance be affected?)
SPECIALIZED INSTRUCTIONAL STRATEGIES TO CONSIDER:
SUPPORTS/ ACCOMMODATIONS TO CONSIDER:
14
Specific Learning Disability: Auditory processing
Difficulty with phonemic awareness (sounds within words). NOTE: Phonemic awareness is a subset of phonological awareness.
Ø Difficulty isolating sounds within words.
Ø Difficulty blending sounds into words or word parts.
Ø Explicit instruction and drill on phonemic awareness exercises using blocks or chips to represent the sounds (rather than letters or letter combinations).
Ø Gradually increase the number of sounds (phonemes) as the student becomes more adept.
Ø Use of extra repeated practice and overlearning techniques.
Ø Once the student becomes adept with manipulating sounds using blocks or chips, begin to
Ø Pair visual and auditory cues.
Ø Use visuals, graphic organizers, outlines, and cloze notes with lecture.
Ø Provide note taking assistance or notes.
Ø Reduce penalty for spelling on in-‐class assignments.
Ø Reduce language level or reading level of assignments, as appropriate.
Ø Emphasize critical information.
Ø Use of highlighting. Ø Reduce amount of
material on the page.
Ø Consider need for assistive technology solutions for reading or spelling.
DISABILITY: CHARACTERISTICS: IMPACT OF DISABILITY: (How might school performance be affected?)
SPECIALIZED INSTRUCTIONAL STRATEGIES TO CONSIDER:
SUPPORTS/ ACCOMMODATIONS TO CONSIDER:
15
introduce letter symbols to represent the sounds.
Ø Use of multisensory activities (VAKT).
Specific Learning Disability: Auditory processing:
Difficulty with phonological memory (memory for sounds of letters)
v Difficulty remembering sound/symbol relationships.
v Difficulty with sound blending for identification of unknown words in reading.
v Difficulty with phonetic analysis of words.
v Difficulty with spelling.
v Teach the student how to use any assistive technology device provided.
v Try commercially available materials (such as Earobics or Brain Builder) for improving phonological memory.
v Incorporate multisensory activities into learning tasks (VAKT).
v Teach alternative methods for identifying unknown words
v Consider use of assistive technology solutions for reading/spelling tasks.
v Modified grading (reduce penalty for misspelled words).
v Use of a word bank for writing assignments.
v Provide visual/auditory cues.
DISABILITY: CHARACTERISTICS: IMPACT OF DISABILITY: (How might school performance be affected?)