6. Dssu and the peo rang to ask if the stld and the hose had completed the asc1 for the vi5/sli 6 and an iep so he could report back to mes or the ppo about possibility of putting out an eoi for an s1
11. Input Difficulty Output Adapt the way instruction is delivered to the learner. For example: Use different visual aids, plan more concrete examples, provide hands-on activities, place students in cooperative groups. Adapt the skill level, problem type, or the rules on how the learner may approach the work. For example: Allow the use of a calculator to figure math problem; simplify task directions; change rules to accommodate learner needs. Adapt how the student can respond to instruction. For example: Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands-on materials
12. Size Time Level of Support Adept the number of items that the learner is expected to learn or complete. For example: Reduce the number of social studies terms a learner must learn at any one times. Adapt the time allotted and allowed for learning, task completion, or testing. For example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners. Increase the amount of personal assistance with a specific learner. For example: Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors.
13. Participation Alternate Substitute Curriculum Adapt the extent to which a learner is actively involved in the task. For example: In geography, have a student hold the globe, while others point out locations. Adapt the goals or outcome expectations while using the same materials. For example: In social studies, expect a student to be able to locate just the states while others learn to locate capitals as well. Provide different instruction and materials to meet a student's individual goals. For example: During a language test, one student is learning computer skills in the computer lab
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16. Remember "A bonus associated with learning to make modifications is that you can then use these to help all learners. Not only will this help you reinforce the idea that all people learn differently, but it will also help you teach that everyone needs e xtra help once in awhile." -- Golomb & Hammeken. (January/February 1996).
Editor's Notes
For about one third of your mainstream class comprehending verbal instruction, completing large chunks of handwritten materials and cognitively processing quickly everything that is going on around while trying to pick out your voice from the background noise is as annoying as the sound of the this slide or if I asked you to write an essay on the above paragraph without asking any questions. Then also imagine on top of this frustration that you partner has just left you, or you just realise you have never had a real friend the whole time you have been at school or the job that you dreamed of doing does not cater to those with your disability. Would you still have turned up for work this morning?? Would you have stayed at home? Would you have asked for time to sort out your life before continuing, Students who have a learning disability or low incidence disability cope with this sort of stress everyday of there lives but it can be confusing knowing how to deal with students who just don’t engage or display behaviours which are different to those of the rest of the class.
3.4% of the district has Low Incidence disability 91 students
Students who have LD usually have trouble processing information to accommodate this allow greater time to answer questions in class and always check for understanding Set specific instructions keep them short and give no more than 2 instructions at a time. Keep a copy of any notes form the board to give to the LD students. This allows them to highlight points and removes the frustration of falling behind when copying information. In primary school reduce the amount you want them to write. Break down assessment tasks into achievement levels this way a student can focus on there areas of proficiency and not spend too much time on the areas which are too hard for them. Adapting how a student can respond to a task The greatest enemy of a LD student is a lack of self esteem and belief in there own ability. Use praise and positive reinforcement as often as possible to ensure students can see the value in what they are doing. Provide the students with goals for the lesson. Giving them a purpose will provide them with a focus and enable them to remain on task. It also gives a reference point to refer the student too when needed. Get to know your STLD- Support Teacher Learning Difficulties. They have a wealth of knowledge on supporting students with LD and will welcome your input into management of each of the students
Not the teacher aide or the special education teachers job to program for mainstream classess.
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