Accommodations for Students with Disabilities

 

Gifted/ Talented Students
Source: The Standards Site: Teaching Able, Gifted, and Talented Students
http://www.standards.dfes.gov.uk/secondary/keystage3/all/respub/agt

 

Classroom Suggestions:

From the DfES/QCA website, the inclusive teaching methods that are appropriate for able pupils include:

·       More challenging questions may be targeted at able pupils during whole-class questioning. These could be in the form of concept cartoons.

·       More challenging questions might be put during individual
one-to-one questioning. These questions might be in the nature of a wrong statement, such as ‘The pull of gravity is the same anywhere on the Earth.’ This gives the pupil an opportunity to argue.

·       Written questions should be carefully monitored so that they are graded according to difficulty and able pupils can skip any they can easily do.

·       Grouping with other able pupils, whether on different tables or in sets, offers opportunity to set more in-depth analytical or evaluative group tasks.

·       In mixed-ability groups, gifted pupils might be set in-depth research or higher-level analysis, which feeds back into the group effort.  For example, while a less-able pupil might be researching straightforward information, the able pupil might need to process information to get the data needed.

·       Extension tasks can be set whereby further information is researched or evaluated. Note: it is important that able pupils do not perceive this as extra work, since these pupils do not like doing extra work any more than any other pupil. However, it is always useful to have a further stage in a task ready for the able pupils to work on.

·       Open-ended tasks, which enable any level of skill or knowledge to be valued. For example, writing questions for answers, designing a process or system, creative initiatives, evaluating, synthesising information and ideas, summarising research, designing a game or puzzle to be solved.

·       Scaffolding, such as writing frames, which enable the able science thinker to succeed despite weaknesses in other areas.

·       Encourage participation in award schemes, such as the Crest scheme (British Association of Science), which involves working with scientists, technologists and organisations outside of school.

·       Competitions such as Science Challenge and The Health Matters School Awards. Get details from the website of the Association for Science Education, local museums, libraries and interactive science centres.

·       Enquiries offer excellent opportunities for pupils to work at different skill levels in the same context because they have choice of how to investigate. This is where teachers must ensure that pupils are encouraged to plan enquiries appropriate to their level of ability.

 

Students with Hearing Impairments
Source: Disabilities, Teaching Strategies, and Resources
http://www.as.wvu.edu/~scidis/sitemap.html

 

   Laboratory Suggestions:

1.        Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

2.     Avoid seating the student in heavy traffic areas.

3.     As you demonstrate a procedure or technique, deliberately alternate between speaking (use FM audio trainer for hard-of-hearing) and manipulating the materials. This allows the student who is hearing impaired to look at one thing at a time.

4.     If the student does not understand, try repeating; if the student still does not understand, rephrase a thought or use a different word order.

5.     Keep visual pollution on chalkboard to a minimum. Leave on the chalkboard only what you are discussing.

6.     Write new vocabulary words on the chalk board before a lesson or laboratory.

7.     Make chalkboard notes legible.

8.     Do not talk while writing on chalkboard.

9.     Maximize the use of visual media and demonstrations.

10. Repeat new vocabulary in different contexts for reinforcement.

11. Assign students with hearing impairments to a laboratory station that allows an unobstructed view of the chalkboard and the instructor and/or interpreter.

12. Begin explanations with concrete examples, working from the concrete to the abstract.

13. Insure that the student with a hearing impairment receives information about any changes in experimental procedure by writing on the board or paper.

14. Label equipment and materials to aid in the learning of new vocabulary items.

15. Provide concise, step-by-step directions prior to the laboratory activity and preview it with the student, if possible.

16. Provide indicator lights for the on/off status of equipment.

17. When a partner is needed, the teacher should assist in finding an understanding lab partner for a student with a hearing impairment.

18. Use captioned film/video/laser disk material.

19. Obtain feedback from your hearing impaired students at every opportunity as an indicator of the student's level of understanding.

20. Use signaling devices to alert the student to a significant sound in the lab.

21. Use an overhead projector to show step-by-step instructions.

22. Mask all the instructions except the one that you want followed next.

23. Write all homework assignments and laboratory procedural changes on the chalkboard.

24. Present only one source of visual information at a time.

25. Use written announcements (assignments, due dates, exam dates, changes in the class schedule, special event dates, etc.).

26. In advance, provide an outline of the activity and give to the student your expectations.

27. If non-captioned videos or movies are shown, a dim light is needed so that the student who uses an interpreter can see the interpreter's signing.