Matter
Christy Cagle & Sofia Garza
| Description |
| Concept Map |
| Assessment Plan |
| Rubric |
| Calendar |
| Resources |
| Lesson Plan 1 |
| Lesson Plan 2 |
| Orientation Video |
| Clinical Interviews |
| Modifications |
| Elementary Science Methods Home |
ACCOMMODATIONS FOR DYSGRAPHIA:
When considering accommodating or modifying expectations to deal with dysgraphia, consider changes in
1. the rate of producing written work,
2. the volume of the work to be produced,
3. the complexity of the writing task, and
4. the tools used to produce the written product, and
5. the format of the product.
1. Change the demands of writing rate:
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Allow more time for written tasks including note-taking, copying, and tests |
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Allow students to begin projects or assignments early |
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Include time in the student's schedule for being a 'library assistant' or 'office assistant' that could also be used for catching up or getting ahead on written work, or doing alternative activities related to the material being learned. |
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Encourage learning keyboarding skills to increase the speed and legibility of written work. |
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Have the student prepare assignment papers in advance with required headings (Name, Date, etc.), possibly using the template described below under "changes in complexity." |
2. Adjust the volume:
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Instead of having the student write a complete set of notes, provide a partially completed outline so the student can fill in the details under major headings (or provide the details and have the student provide the headings). |
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Allow the student to dictate some assignments or tests (or parts of tests) a 'scribe'. Train the 'scribe' to write what the student says verbatim ("I'm going to be your secretary") and then allow the student to make changes, without assistance from the scribe. |
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Remove 'neatness' or 'spelling' (or both) as grading criteria for some assignments, or design assignments to be evaluated on specific parts of the writing process. |
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Allow abbreviations in some writing (such as b/c for because). Have the student develop a repertoire of abbreviations in a notebook. These will come in handy in future note-taking situations. |
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Reduce copying aspects of work; for example, in Math, provide a worksheet with the problems already on it instead of having the student copy the problems. |
3. Change the Complexity:
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Have a 'writing binder' option. This 3-ring binder could include:
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Break writing into stages and teach students to do the same. Teach the stages of the writing process (brainstorming, drafting, editing, and proofreading, etc.). Consider grading these stages even on some 'one-sitting' written exercises, so that points are awarded on a short essay for brainstorming and a rough draft, as well as the final product. If writing is laborious, allow the student to make some editing marks rather than recopying the whole thing. |
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Do not count spelling on rough drafts or one-sitting assignments. |
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Encourage the student to use a spellchecker and to have someone else proofread his work, too. Speaking spellcheckers are recommended, especially if the student may not be able to recognize the correct word (headphones are usually included). |
4. Change the tools:
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Allow the student to use cursive or manuscript, whichever is most legible |
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Consider teaching cursive earlier than would be expected, as some students find cursive easier to manage, and this will allow the student more time to learn it. |
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Encourage primary students to use paper with the raised lines to keep writing on the line. |
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Allow older students to use the line width of their choice. Keep in mind that some students use small writing to disguise its messiness or spelling, though. |
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Allow students to use paper or writing instruments of different colors. |
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Allow student to use graph paper for math, or to turn lined paper sideways, to help with lining up columns of numbers. |
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Allow the student to use the writing instrument that is most comfortable. Many students have difficulty writing with ballpoint pens, preferring pencils or pens which have more friction in contact with the paper. Mechanical pencils are very popular. Let the student find a 'favorite pen' or pencil (and then get more than one like that). |
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Have some fun grips available for everybody, no matter what the grade. Sometimes high school kids will enjoy the novelty of pencil grips or even big "primary pencils." |
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Word Processing should be an option for many reasons. Bear in mind that for many of these students, learning to use a word processor will be difficult for the same reasons that handwriting is difficult. There are some keyboarding instructional programs which address the needs of learning disabled students. Features may include teaching the keys alphabetically (instead of the "home row" sequence), or sensors to change the 'feel' of the D and K keys so that the student can find the right position kinesthetically. |
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Consider whether use of speech recognition software will be helpful. As with word processing, the same issues which make writing difficult can make learning to use speech recognition software difficult, especially if the student has reading or speech challenges. However, if the student and teacher are willing to invest time and effort in 'training' the software to the student's voice and learning to use it, the student can be freed from the motor processes of writing or keyboarding. |
http://www.specialneedsadvocate.com/dysgraphia.htm
Most of the activities in this guide are hands-on and require very minimal writing assignments. There are; however, activities that call for journal writing and worksheet completion. Any of the above accommodations can be utilized when considering children with dysgraphia.
Activity 1- Journal Writing
Activity 2- Journal Writing/ Activity Sheet
Activity 3- Journal Writing/ Activity Sheet
Activity 4- Journal Writing/ Activity Sheet
Activity 5- Journal Writing/ Activity Sheet
Accomodations for students with ADD/ADHD
If you’re a teacher, you know these kids: The one who stares out the window, substituting the arc of a bird in flight for her math lesson. The one who wouldn’t be able to keep his rear end in the chair if you used Krazy Glue. The one who answers the question, “Who can tell me what the 6th Amendment guarantees?” with “Mrs. M, do you dye your hair?”
Students who exhibit ADD/ADHD’s hallmark symptoms of inattention, hyperactivity, and impulsivity can be frustrating. You know the brainpower is there, but they just can’t seem to focus on the material you’re working hard to deliver. Plus, their behaviors take time away from instruction and disrupt the whole class.
Challenges of ADHD in the classroom
Think of what the school setting requires children to do: Sit still. Listen quietly. Pay attention. Follow instructions. Concentrate. These are the very things kids with ADD/ADHD have a hard time doing — not because they aren’t willing, but because their brains won’t let them. That doesn’t make teaching them any easier, of course.
Students with ADD/ADHD present the following challenges for teachers:
- They demand attention by talking out of turn or moving around the room.
- They have trouble following instructions, especially when they’re presented in a list.
- They often forget to write down homework assignments, do them, or bring completed work to school.
- They often lack fine motor control, which makes note-taking difficult and handwriting a trial to read.
- They often have trouble with operations that require ordered steps, such as long division or solving equations.
- They usually have problems with long-term projects where there is no direct supervision.
- They don’t pull their weight during group work and may even keep a group from accomplishing its task.
Students with ADD/ADHD pay the price for their problems in low grades, scolding and punishment, teasing from peers, and low self-esteem. Meanwhile, you, the teacher, wind up taking complaints from parents who feel their kids are being cheated of your instruction and feeling guilty because you can’t reach the child with ADD/ADHD.
So how do you teach a kid who won’t settle down and listen? The answer: with a lot of patience, creativity, and consistency. As a teacher, your role is to evaluate each child’s individual needs and strengths. Then you can develop strategies that will help students with ADD/ADHD focus, stay on task, and learn to their full capabilities.
Successful programs for children with ADHD integrate the following three components:
- Accommodations: what you can do to make learning easier for students with ADD/ADHD.
- Instruction: the methods you use in teaching.
- Intervention: How you head off behaviors that disrupt concentration or distract other students.
Your most effective tool, however, in helping a student with ADD/ADHD is a positive attitude. Make the student your partner by saying, “Let’s figure out ways together to help you get your work done.” Assure the student that you’ll be looking for good behavior and quality work, and when you see it, reinforce it with immediate and sincere praise. Finally, look for ways to motivate a student with ADD/ADHD by offering rewards on a point or token system.
Dealing with Disruptive Classroom Behavior
To head off behavior that takes time from other students, work out a couple of warning signals with the student who has ADD/ADHD. This can be a hand signal, an unobtrusive shoulder squeeze, or a sticky note on the student’s desk. If you have to discuss the student’s behavior, do so in private. And try to ignore mildly inappropriate behavior if it’s unintentional and isn’t distracting other students or disrupting the lesson.
Classroom accommodations for students with ADHD
As a teacher, you can make changes in the classroom to help minimize the distractions and disruptions of ADHD.
Seating
- Seat the student with ADD/ADHD away from windows and away from the door.
- Put the student with ADD/ADHD right in front of your desk unless that would be a distraction for the student.
- Seats in rows, with focus on the teacher, usually work better than having students seated around tables or facing one another in other arrangements.
Information delivery
- Give instructions one at a time and repeat as necessary.
- If possible, work on the most difficult material early in the day.
- Use visuals: charts, pictures, color coding.
- Create outlines for note-taking that organize the information as you deliver it.
Student work
- Create a quiet area free of distractions for test-taking and quiet study.
- Create worksheets and tests with fewer items; give frequent short quizzes rather than long tests.
- Reduce the number of timed tests.
- Test the student with ADD/ADHD in the way he or she does best, such as orally or filling in blanks.
- Show the student how to use a pointer or bookmark to track written words on a page.
- Divide long-term projects into segments and assign a completion goal for each segment.
- Let the student do as much work as possible on computer.
- Accept late work and give partial credit for partial work.
Organization
- Have the student keep a master notebook, a three-ring binder with a separate section for each subject, and make sure everything that goes into the notebook has holes punched and is put on the rings in the correct section.
- Provide a three-pocket notebook insert for homework assignments, completed homework, and “mail” to parents (permission slips, PTA flyers).
- Color-code materials for each subject.
- Allow time for student to organize materials and assignments for home. Post steps for getting ready to go home.
- Make sure the student with ADD/ADHD has a system for writing down assignments and important dates and uses it.
Teaching techniques for students with ADD/ADHD
Teaching techniques that help students with ADD/ADHD focus and maintain their concentration on your lesson and their work can be beneficial to the entire class.
Starting a lesson
- Signal the start of a lesson with an aural cue, such as an egg timer, a cowbell or a horn. (You can use subsequent cues to show much time remains in a lesson.)
- List the activities of the lesson on the board.
- In opening the lesson, tell students what they’re going to learn and what your expectations are. Tell students exactly what materials they’ll need.
- Establish eye contact with any student who has ADD/ADHD.
Conducting the lesson
- Keep instructions simple and structured.
- Vary the pace and include different kinds of activities. Many students with ADD do well with competitive games or other activities that are rapid and intense.
- Use props, charts, and other visual aids.
- Have an unobtrusive cue set up with the student who has ADD/ADHD, such as a touch on the shoulder or placing a sticky note on the student’s desk, to remind the student to stay on task.
- Allow a student with ADD/ADHD frequent breaks.
- Let the student with ADHD squeeze a Koosh ball or tap something that doesn’t make noise as a physical outlet.
- Try not to ask a student with ADD/ADHD perform a task or answer a question publicly that might be too difficult.
Ending the lesson
- Summarize key points.
- If you give an assignment, have three different students repeat it, then have the class say it in unison, and put it on the board.
- Be specific about what to take home.
http://www.helpguide.org/mental/adhd_add_teaching_strategies.htm
When accommodating for a student with ADD/ADHD it is extremely important to make what is to be learned and expectations clear. Make sure the student is seated in a location that allows for maximum focus and concentration on the lesson at hand. The instructions should be simple and concise as well as the directions for each of the activities that are conducted away from their desks. The class board on Matter that is developed in increments throughout the unit serves as an essential aid for students with ADD/ADHD. During the lesson activities, be specific and model how to handle materials and safety precautions. It is important that the student with ADD/ADHD has a sufficient amount of time to complete his or her activities. In the end, summarize key points with specificity. Allow the student to do journal work on the computer if possible.