Modifications for Special Needs

Dyslexia, ADHD

Dyslexia Modifications for the Classroom

http://www2.ednet10.net/dyslexia/Dyslexia-AccommModif.html

Books/Reading

• Provide audiotapes/CDs of textbooks and have student follow the text while listening
• Assign peer reading buddies
• Use colored transparency or overlay
• Review vocabulary prior to reading
• Use videos/filmstrips related to the readings
• Do not require student to read aloud

Curriculum

• Shorten assignments to focus on mastery of key concepts
• Substitute alternatives for written assignments (posters, oral/taped or video presentations, projects, collages, etc.)

Classroom Environment

• Provide a computer for written work
• Seat student close to teacher in order to monitor understanding
• Provide quiet during intense learning times

 Directions

• Give directions in small steps and with as few words as possible
• Break complex direction into small steps—arrange in a vertical list format
• Read written directions to student, then model/demonstrate
• Accompany oral directions with visual clues
• Use both oral and written directions
• Ask student to repeat; check for understanding      

Writing

• Use worksheets that require minimal writing
• Allow student to use a keyboard when appropriate
• Allow student to respond orally
• Grade only for content not spelling or handwriting
• Reduce copying tasks
• Reduce written work      
  

Grading

• Provide opportunity to test orally
• Allow student to type responses
• Read test to student
• Evaluate oral performances more than written
• Avoid penalizing for spelling errors, reversals, etc.     

Testing

• Go over directions orally
• Permit as much time as needed to complete tests; avoid timed testing
• Read test materials and allow oral responses
• Separate content from mechanics/conventions grade
• Provide typed test materials, not tests written in cursive
• Allow student to respond on tape, with a typewriter, or by dictating answers to a tutor for assessment
• Allow tests to be taken in a room with few distractions     

Homework

• Reduce reading assignments
• Accept work dictated by student to a parent/tutor
• Limit amount of time to spend on homework; have parents verify time spent on assignments

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ADHD Modifications for the Classroom

http://www.as.wvu.edu/~scidis/add.html

• Bring to the student's attention science role models with disabilities with a similar disability to that of the student. Point out that this individual got ahead by a combination of effort and by asking for help when needed.
• Student monitoring, self management, discipline, and encouragement can be a very important aspect for academic success. Below are the two basic aspects of AD/HD facilitation.
• Self-monitoring techniques can be very effective in the school setting. Self-monitoring of attention involves cueing the student so that he/she can determine how well he/she is attending to the task at hand. Cueing is often done by providing an audio tone such as a random beep, timer, or the teacher can give the cue. The student then notes whether he/she was on or off task on a simple recording sheet. Self-monitoring techniques are more likely to be effective when tied to rewards and accuracy checks.
• Behavior management techniques must often be used in the learning environment. By examining a student's specific problem behavior, understanding it's antecedents and consequences, teachers can help students with AD/HD to develop behaviors that lead to academic and social successes.

Provide supervision and discipline:

• Monitor proper behavior frequently and immediately direct the student to an appropriate behavior.
• Enforce classroom rules consistently.
• Avoid ridicule and criticism. Remember that students with AD/HD have difficulty staying in control.

Providing Encouragement:

• Reward more than punish.
• Immediately praise any and all good behavior and performance.
• Change rewards if they are not effective in motivating behavioral change.
• Find alternate ways to encourage the AD/HD students.
• Teach the student to reward himself or herself. Encourage positive self-talk (e.g., "You did very well remaining in your seat today. How do you feel about that?"). This encourages the student to think positively about himself or herself.
• Bring to the student's attention science role model who has a disability similar to that of the student with an impairment. Point out that this individual got ahead by a combination of effort and by asking for help when needed.
• Reduce the amount of materials present during activities by having the student put away unnecessary items. Have a special place for tools, materials, and books.
• Reward more than you punish, especially with positive reinforcers.
• Try to be patient with an AD/HD student.
• Seat students with AD/HD in the front near the teacher with their backs to the rest of the class. Be sure to include them as part of the regular class seating.
• Place these students up front with their backs to the rest of the class to keep other students out of view.
• Surround students with AD/HD with good peer models, preferably students whom the AD/HD student views as significant peers.
• Encourage peer tutoring and cooperative/collaborative learning.
• A class that has a low student-teacher ratio will be helpful to a student with AD/HD.
• Avoid all distracting stimuli. Try not to place students with AD/HD near air conditioners, high traffic areas, heaters, doors, windows, etc.
• Avoid transitions, physical relocation, changes in schedule, and disruptions.
• Be creative! Produce a somewhat stimuli-reduced study area with a variety of science activities. Let all students have access to this area.
• Encourage parents to set up appropriate study space at home, with set times and routines established for study. Also, use this home area for parental review of completed homework, and periodic notebook and/or book bag organization.
• Educational, psychological, and/or neurological testing is recommended to determine learning style, cognitive ability, and to rule out any learning disability (LD is common in about 30% of students with AD/HD).
• A private tutor and/or peer tutoring will be helpful to a student with AD/HD.
• Have a pre-established consequences for misbehavior, remain calm, state the infraction of the rule, and avoid debating or arguing with the student.
• Avoid publicly reminding students on medication to "take their medicine."

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