Accommodating physically impaired classroom

Prior knowledge of deadlines and exams may help the student plan doctor appointments and/or medical procedures around important dates.Computer-based instruction, distance learning, and other options that minimize travel and classroom-based instruction provide feasible alternatives for students with illnesses that make regular class attendance difficult.We have included a description of each resource so that readers can select the ones that are most relevant to their needs and their students. For example, teacher can award regular letter grades, or use a variety of alternative methods that allow the student to demonstrate that he or she has mastered the content. The systematic adaptation of instructional materials and techniques for problem learners. The author suggests that, in order to be effective in adapting materials and methods, the characteristics of the material or instructional technique and the characteristics of the learner must be compared. Effective accommodations for students with exceptionalities. Four categories of accommodations are discussed—altering the instructional grouping or arrangement, altering the lesson format, altering the goals, and altering the educator's teaching style. These methods include curriculum-based measurement with peer-assisted learning strategies. The authors also suggest modifications that can be made within reading, writing, listening, and speaking activities that are an integral component of all language arts activities. The author suggests four strategies for altering instructional procedures to assist the student with the mastery of content: teaching textbook structure, teaching previewing strategies, providing advance organizers to the student, and preteaching critical vocabulary. Strategies include environmental adaptations such as using proximity control and incorporating movement into lessons, and adaptations to the way the material is presented, such as developing graphic organizers, making copies of overheads and board notes, and breaking assignments into smaller chunks. The authors address adaptations and accommodations to the instructional process within several of this book's 12 chapters. Contact information for book publishers is provided at the end of this document, so that readers can easily obtain those resources of interest to them. If an alternative method is used, the teacher must select a grading alternative that corresponds to the method selected. Solutions are presented for modifying the instructional level of the material, addressing the learning characteristics of the student, and matching the motivational characteristics of the student with the demands of the material. Guidelines are included for evaluating the accommodations selected, as are suggestions for accommodations in five areas—increasing student participation in large group instruction, textual accommodations, sequencing or assignment completion, following instructions, and teaching test-taking skills. As part of this approach, the authors describe the use of weekly assessment of student progress; classwide bi-weekly student feedback so that students can track their own learning and progress; and classwide teacher reports, which include recommendations for what to teach, how to group students for instruction on specific skills, and using computer-assisted instruction and peer-assisted learning strategies with specific students. Finally, the author describes the implementation of self-questioning, active reading, and the use of study cards to help students master the content presented in textbooks. The author also recommends varying assessment procedures, including portfolio assessment, oral exams, and informal measures. In Chapter 1, they suggest a series of questions for the teacher to ask to evaluate the efficacy of instruction and make modifications accordingly. This Resources You Can Use is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need. The authors first summarize the levels and types of instructional adaptations that general educators typically use in their classrooms (e.g., variations in materials, grouping, and goals). Modifications for instructional strategies or materials include allowing the child to dictate ideas, modifying the amount of in-class and homework assignments, and planning lessons that involve Gardner's seven intelligences. Adapting textbooks for children with learning disabilities in mainstreamed classrooms., 24(3), 49-51. All of the resources are rich with suggestions and techniques that can help teachers and, ultimately, students. This one-page article provides guidelines for teachers on grading procedures for students in general education classes. This easy-to-read article suggests that making effective accommodations for students requires joint planning and evaluation by both general and special education teachers. This easy-to-use form can help teachers detail the modifications in materials, natural supports, or teacher/adult service provider supports that may help a student participate in a given activity with his or her peers. The authors then give an overview of methods that general educators can use to extend their adaptation strategies. Mechanical obstacles to writing: What can teachers do to help students with learning problems? This article presents eight methods for helping students overcome the spelling obstacle to writing and achieve success with grade-level writing activities: (1) have the student dictate; (2) prompt by precueing the spelling; (3) teach a strategy for using a word book; (4) have the student ask the teacher; (5) encourage invented spelling; (6) promote peer collaboration; (7) teach a self-checking strategy; and (8) have students use technology. Strategies for enhancing organizational and study skills include limiting choices, providing envelopes to organize information or papers, and distributing discussion questions prior to the lesson for some students. This article describes three ways to modify a textbook: tape recording the textbook, highlighting information in the textbook, or providing the student with a high-interest/low-level vocabulary alternative. Enhance your chances for success with attention-deficit/hyperactivity disorder (ADHD). The author presents 20 strategies for working with students with ADHD in the general education classroom.

University of Nevada, Las Vegas In recent years, NICHCY has received an increasing number of requests for information on how to make adaptations and accommodations for students with disabilities in both general and special education classrooms.

Unless the condition is neurological in nature, health impairments are not likely to directly affect learning.

However, the secondary effects of illness and the side effects of medications can have a significant impact on memory, attention, strength, endurance, and energy.

For example, students with asthma may need to avoid specific inhalants in a science lab.

Flexibility plays a key role in supporting the success of students with health impairments as many health conditions by nature are unpredictable.

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