MEANINGFUL CLASSROOMS ARE COLORFUL AND INVITING MEETING THE NEEDS OF ALL STUDENTS
THIRD GRADE CLASSROOM DIFFERENTIATE YOUR INSTRUCTION ADHD STUDENTS, KELVIN DOMINICK AND SHIRANDA AUDITORY DISABILITY SARAH 21 STUDENTS MILD LEARNING DISABILITY
ARRANGE STUDENTS TO FACILITATE LEARNING AND USE WHITEBOARDS USING WHITEBOARDS WILL HELP STUDENTS TO VISUALIZE LESSON MORE EFFECTIVELY TEACHER WILL BE ABLE TO MONITOR HOW STUDENTS ARE PROGRESSING INDIVIDUALLY STUDENTS WILL RESPOND MORE WILLINGLY BECAUSE OF ANONNYMITY OF WHITEBOARD RESPONSE SYSTEM CIRCLE CONFIGURATION MOTIVATES DISCUSSION AND FLEXIBILITY IN SEATING
LEAST RESTRICTIVE ENVIRONMENT ACCORDING TO LAW FIRST CONSIDERATION SHOULD BE FOR STUDENTS TO HAVE PLACEMENT IN GENERAL EDUCATION CLASSROOM APPROPRIATE SUPPLEMENTARY AIDS AND SERVCES SHOULD BE AVAILABLE FOR STUDENTS USE
MOTIVATE LEARNING IN AN INCLUSIVE LEAST RESTRICTIVE WAY
INCLUSIVE EDUCATION REGARDLESS OF THEIR DISABILITY STUDENTS SHOULD BE EDUCATED IN AGE APPROPRIATE GENERAL EDUCATION CLASSES BEST FIT IS NEIGHBORHOOD SCHOOL IN NATURAL PROPORTIONS ALL NECESSARY SUPPORTS ARE PROVIDED FOR STUDENTS AND EDUCATORS
DEFINITION OF TERMS REGARDLESS OF DISABILITY : INCLUSION LOOKS DIFFERENT FOR EVERY STUDENT, BASED ON INDIVIDUAL NEEDS, STRATEGIES AND RESOURCES REQUIRED AGE APPROPRIATE: PLACEMENT SHOULD BE WITH STUDENTS ONE TO TWO YEARS OF CHRONOLOGICAL AGE OF STUDENT BEING INCLUDED NEIGHBORHOOD SCHOOL: THIS REFERS TO THE SCHOOL THE CHILD WOULD ATTEND IF SHE OR HE DID NOT HAVE AN EDUCATIONAL DISABILITY SUPPORTS: CURRICULAR OR INSTRUCTIONAL STRATEGIES, PEER SUPPORTS ASSISTIVE TECHNOLOGY
RESOURCES ONLINE ADDINSCHOOL.COM Elementary School Intervention Pages: Your Room Set-Up and ADHD Students Presenting Your Lesson to ADHD Students Using Worksheets Giving Tests to ADHD Students Organizing Your ADHD Students Increasing Your ADHD Students' Time-On-Task Dealing with Impulsive Behaviors Improving Social Skills Increasing Compliance in the Classroom Improving Consistency of Performance ADD in School Home Page
INSTRUCTIONAL PRACTICES FOR ADHD STUDENTS Environmental Assistance Provide an ADHD student an appropriate and helpful environment to encourage focus and reduce distractions. Seat him near the teacher and away from items and students that might encourage him to stray. Create a quiet classroom atmosphere by encouraging the use of "inside voices" and calming music. Remove distracting items from an ADHD student's desk, including extra pens and pencils, toys and rubber bands. Give him a fidget object, a small handheld item that can be held and squeezed but that won't make noise.
INSTRUCTIONAL FOR ADHD Organizational Help Because children with ADHD lose focus easily, verbal prompts and visual reminders help them stay on task. Print a schedule for the student that stays on her desk or on the wall nearby. Help her organize her textbooks, notebooks and paperwork in a way that follows her daily schedule. Provide verbal prompts by asking questions about what she should be doing and what tools she needs to complete assignments. Suggest she make a list of the steps needed to complete a particular assignment.
INSTRUCTIONAL HELP FOR ADHD Active Lessons Whenever possible, create lessons and activities that include movement. Go outside and have students write their skip-counting (multiplication) numbers on the sidewalk and then tell them to jump from number to number. For spelling words, have students spell aloud as they jump in the air for each letter or do one jumping jack for each letter. When learning a poem, have students walk in circles around the room as they recite their lines. Between lessons, tell students to jog in place for one minute. Ask students to stand up when reading aloud or switch from standing on one foot to the other. Include one or more energy-expending activity during recess, such as two laps around the playground or a race.
INSTRUCTIONAL HELP FOR ADHD High Expectations Create high expectations for students with ADHD. Develop goals and plans and discuss consequences for not meeting the goals. Goals might include staying in the seat, using respectful language and not talking out of turn. Provide tangible and intangible goals. Tangible rewards include extra playtime, an opportunity to help the teacher or a reward from the treasure box. Intangible goals include smiles and positive comments. If a child does not follow the goals and plans, implement appropriate consequences that might include a timeout or removal of classroom privileges.
HELPING APPROACHES FOR HEARING IMPAIRED STUDENT STUDENT SHOULD SIT CLOSER TO TEACHER LOOK DIRECTLEY AT STUDENT SPEAK SLOWLY, NATURALLY , AND CLEARLY DO NOT EXAGERRATE YOUR LIP MOVEMENTS OR SHOUT WRITING MATERIALS SHOULD BREAK UP LONG SENTENCES REDUCE DIFFICULT VOCABULARY LOAD
ASSISTIVE TECHNOLOGY HEARING IMPAIRED HEARING ASSITIVE TECHNOLOGY SYSTEMS HATS ARE DEVICES THAT HELP STUDENT FUNCTION BETTER IN DAY TO DAY COMMUNICATION CAN BE USED WITH OR WITHOUT HEARING AIDS OR COCHLEAR IMPLANTS HEARING AIDS PLUS HATS EQUAL BETTER LISTENING AND BETTER COMMUNICATION
INSTRUCTIONAL PRACTICE FORMIDLY LEARNING DISABLED TEACHERS CAN CHANGE CLASSROOM ROUTINES TO HELP CHILDREN WITH LEARNING DISABILITIES READING WRITTEN INFORMATION ALOUD ALLOWING EXTRA TIME ON EXAMS, TAPING LESSONS
USING COMPUTER TECHNOLOGY THAT HELP TO STIMULATE LEARNING FOR SOME STUDENDTS
ENCOURAGE PARENT TO HAVE THEIR DECISIONS WRITTEN INTO THE IEP
Have your decisions written into the IEP.
INSTRUCTIONAL PRACTICE FOR MIDLY LEARNING DISABLED STUDENT CHANGE CLASSROOM ROUTINES READ WRITTEN INFORMATION OF LESSON ALOUD ALLOW EXTRA TIME FOR COMPLETING ASSIGNMENTS OR EXAMS TAPING LESSONS USING COMPUTER TECHNOLOGY TO HELP STUDENTS THAT RESPOND BETTER TO TECHNOLOGY BASED LEARNING
INSTRUCTIONAL PRACTICE FORMIDLY LEARNING DISABLED STUDENT USING READING MATERIALS AT VARYING LEVELS USING SPELLING OR VOCABULARY LISTS AT READINESS LEVELS OF STUDENTS READING BUDDIES MEETING WITH SMALL GROUPS TO RETEACH AN IDEA OR SKILLS PRESENTING IDEAS THROUGH BOTH AUDITORY AND VISUAL MEANS
DIFFERENTIATE INSTRUCTION TAKES INTO ACCOUNT THE FOLLOWING NOT ALL STUDENTS ARE ALIKE VARY IN BACKGROUND AND KNOWLEDGE AND ABILITIES APPROACH TEACHING AND LEARNING TO REACH STUDENTS WITH DIFFERENT ABILITIES IN SAME CLASSROOM MEETING EACH STUDENT WHERE HE OR SHE IS AT
ASSISTIVE TECHNOLOGY FOR MIDLY LEARNING DISABLED STUDENTS CAN BE HIGH TECHNOLOGY LIKE CALCULATORS,WORD PROCESSORS,ALTERNATIVE KEY BOARDS,AUGMENTAIVE COMMUNICATION DEVICES OR LOW TECH LIKE NOTE TAKING CASSETTEE,WORKBOOKS, PICTURE BOARDS,TAPED INSTRUCTIONS,TALKING CLOCK LOW TECH / ORGANIZATION HELP FROM TEACHER OR HIGH TECH SOFTWARE TO HELP WITH ORGANIZATION NOTETAKING LOW TECH TEACHER PROVIDES COPY OR HIGH TECH VOICE SYNTHESIZER OR TAPE RECORRDING OF NOTES ON ASSIGNMENT WRITING ASSISTANCE/WORD PROCESSING APPLICATION OF ASSISTIVE TECHNOLOGY FOR MILD DISABILITY ENABLE STUDENTS TO PUT IDEAS ON PAPER WITHOUT BARRIERS IMPOSED BY PAPER AND PENCIL AND ALSO ASSIST IN MECHANICS OF SPELLING, GRAMMAR AND PUNCTUATION ERRORS
REFERENCES References U.S. Department of Education: Teaching Children With Attention Deficit Hyperactivity Disorder Centers for Disease Control and Prevention: ADHD Help Guide: ADHD and School About.Com. Special Education/http://special ed.about.com/od integrational/a/inclusional.htm. What is inclusion? From http.//www/kidstogether.org/isor.htm
REFERENCES Teaching Tips ADD/ADHD. User.cubrzn.com/kenyonck/add/teaching tips.htm/ Effective Teaching Strategies for Midly Disabled Children www.hiceducation.org/edu proceeding/kimberly% 2 fields pdf. ADD/ADHD in children Ways to Help an ADHD Child/www/adhd child parents.com help for adhd children
Resources Strategies, skills, support for preparing and implementing inclusion in the classroom What does the Research Say About Inclusive Education? Article written by Kathleen Whitbred , PHD Educational Games