Classroom accommodations and teaching learning strategies

1. Classroom Accommodations and
teaching Strategies for
Children with Intellectual Disability,
Cerebral Palsy & Multiple Disability
Nusrat Zerin, Assistant Professor
Proyash Institute of Special Education and Research
Bangladesh Institute of Professionals (BUP),
Dhaka, Bangladesh
31.03.2015

2. The main characteristics of the intellectually disabled :
1. Physical characteristics
Underdevelopment in physical growth, deformation,
Retarded movement & balance
2. Mental characteristics
Less-than-average I.Q., Underdeveloped speech &
language skills
Poor memory, attention, imagination, thinking, computing
3. Social characteristics
Underdeveloped ability of social adjustment, Lack of
interests & orientations, Aggression & Low self-esteem
4. Emotional characteristics
Emotional imbalance, Excessive movement, late & primitive
reactions

3. Cerebral palsy (CP)
Cerebral palsy is a non-progressive neurological
disorder which is caused by damage to areas of
brain that control movement. It permanently
impacts body movement & muscle coordination.
Types:
1. Ataxia - lack of muscle coordination & balance.
2. Spasticity - stiff or tight muscles and excessive
reflexes.
3. Floppy (low muscle tone).

4. Academic Performance
• behind grade-level peers in developing
academic skills or delay in reading, writing,
spelling, basic math and science

5. Strategies for the ID, CP and multiple disabled
child:
(across home, school and community)
Learning & Academics
• Use short, simple sentences.
• Call students by name before asking questions
• Repeat instructions frequently.
• Keep distractions, changes to a minimum for better
attention.
• Teach specific skills with break down of small steps.
• Provide an encouraging , supportive learning
environment.
• Simple conversations for inclusion with peers.
• Increase difficulty of tasks over time.
• Recite writings on the board

6. Strategies ……………………: cont…….1
• Teach student decision-making rules for discriminating
important from unimportant details.
• Use strategies for remembering - rehearsal, cluster
information.
• Use strategies - break into pieces, backward shaping (teach
the last part of a skill first), forward shaping and role
modeling.
• Use specific words, sentences, pictures, devices / techniques
for strengthening memory. Avoid jargon, long & complex
words (here, there etc.).
• Intermix easier tasks with more difficult tasks.
• Use concrete items & examples to explain new concepts.
• Do not confuse a student with multiple / complex
instructions.
• Involve in group works with other peers

7. Strategies ……………………: cont….2
• Student’s performance may vary each day.
• Involve in different activities in class (captaincy or assist captain)
• Develop a procedure for the student to ask for help (e.g. cue card,
raising hand).
• Involve families / others in learning activities.
• Be aware that a student may be treated with medications which
can affect performance speed.
• Maintain realistic expectations to encourage social, educational
potential.
• Proceed in small ordered steps and review each frequently.
• Give guided notes & Use fill in the blanks type
• Use activities for sensual experiences, games and pictorial
worksheets.
• Get children to copy from paper with enlarged print or reduce
amount of writing by using fill the blank activities, joining phrases,
points etc.

8. Strategies ……………………: cont….3
• Provide specific, Immediate corrective feedback.
• Allow more time for examinations, tests.
• Show with giving verbal directions.
• Use visual supports for new information verbally.
• Provide hands-on materials and experiences.
• Speak directly to the student.
• Ask one question at a time, provide adequate time to reply.
• Target functional academics that will prepare student for
independent living and vocational contexts.
• Use alternative instructional strategies and alternative assessment
methods.
• Do activity based teaching
• Value all skills, even nonacademic ones
• Provide for daily incremental success opportunities (this will build
self esteem)
• Gradually reduce external support

9. Be aware of difficulties of students:
• Take oral reports, if necessary
• Take visual/drawing reports
• Watch out for behavioral triggers that lead to maladaptive
behavior
• Prepare escape corner where students can take “time out” during
stressful times
• Encourage the student to use hearing aids, glasses
Keep a well defined schedule:
• Avoid last minute changes
• Information students of impending change
• Avoid long “desk work”
• Provide opportunities for movement around the class and outside
in the school compound
• Develop and information ground rules of behavior during school
hours

10. Specific considerations for Students With CP
• Take responsibility to provide a variety of positions throughout
the school day to prevent tightening of muscles.
• Equipment for proper positioning – better eye-hand
coordination and improved motor control.
• Students with CP might experience muscle stiffness, encourage
them to stretch and move around as much as necessary. Help the
child with head positioning if they need it.
• Students with CP typically have poor motor skills. They may have
difficulties in holding things such as pens. Provide students with
assistance with these issues, or develop an alternative way to
complete assignments.
• Because of muscle fatigue, students might become easily tired.
Allow the student to rest when needed.
• Open communication – Teacher, family & therapists

11. Peer support
• Encourage sharing notes- cooperating learning
• Peer tutoring
• Adaptive games where for everyone’s participation
• Out of class support for social & physical activities

12. Classroom modification:
• No significant physical obstacles for child.
• CP child using wheelchair or walking devices has
proper space for movement in classroom & to sit
comfortably on a desk.
• Ramps, big doors, visual / pictorial indicators
• Place the disabled children near the teacher

13. • Keep the child away from window / bright lights
• Keep the child away from distraction
• Ensure that there is minimum unwanted items on
the desk
• Keep furniture & supplies in the same places so
students can learn & memorize.
• If you do rearrange the room notify the student to
give them time to readjust.

14. Thanks