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Learning Disabilities, ADD
Students with learning disabilities have different learning
styles and rates, strengths and weaknesses. The Individuals with
Disabilities Education Act (IDEA) requires that an Individualized
Education Program (IEP) be developed for each child with a disability
so that these individual differences can be addressed. This list of
classroom modifications and accommodations may be considered when
developing the IEP:
- Extended time for completion of assignments or tests
- Additional time for reading assignments
- Time for repeated review or drill
- Small groups
- Reduction of paper/pencil tasks
- Shortened assignments
- Assignment notebooks
- Study sheets/summary sheets/outlines of most important
facts
- Supplemental aids (vocabulary, multiplication cards, etc.)
- Visual demonstrations
- Presentation of material in small steps
- Read or paraphrase subject matter
- Instructions/directions given in different channels
(written, spoken, demonstration)
- Visual or multisensory materials
- Functional level materials
- Mnemonic aids/devices
- Overhead/outline for desk use
- Taped textbooks
- Highlighted textbooks
- Large print material
- Word processor/spell checker; calculator
- Assistance with notetaking
- Taped lectures
- Self-testing
- Grade only on completed classwork
- Credit for class participation, effort and attendance
- Additional time for test preparation
- Review/testing matched to student pace
- Test directions read/explained thoroughly
- Fewer repetitive test items
- Test format allowing more space
- Oral, short-answer, modified tests
- Manuscript writing rather than cursive
- One-to-one contact for at least 10-20 minutes daily
- Tutoring assistance (peer, pal, teacher, etc.)
- Assistance with organization and planning of classwork
and/or homework
- Emphasis on successes
- Seating to reduce distractions
- Frequent breaks
- Clearly defined limits
- Cooling-off period
- Behavior check cards
- Concrete, positive reinforcers
Modifications found November 13, 2008 at:
http://www.ldat.org/ld_info/accommodations.html
Back to top Recommendations
for School-based ADD Management
Classroom modifications
Seat students in rows. Having children sit in groups increases distractions
for the ADHD child. Seat ADD
student near teacher's desk, up front with her back to the rest of the
class, but include as part of regular class seating. It may be possible
to provide tables for special group projects while retaining rows for
regular classroom seating and independent work. Some teachers report
that arranging desks in a horseshoe shape promotes appropriate discussion
while permitting independent work. Whatever arrangement is selected,
it is important for the teacher to be able to move about the entire
room and have access to all students. Surround ADD student with "good role models,"
preferably students that the ADD child views as "significant
others." Encourage peer tutoring and cooperative collaborative teaching.
Do not place the ADD
student near: Air conditioners, heaters, high traffic areas, doors or
windows. Keep the classroom door closed. Keep the room free of clutter.
Distracting posters, signs, and hanging pictures should relate to the
lesson being presented.
ADD children do
not handle change very well so avoid: transitions, changes in schedule,
physical relocation, disruptions.
Lesson presentation modifications
Maintain eye contact with the ADD student during verbal instruction.
Make directions clear and concise. Simplify complex directions. Avoid
multiple commands.
Make sure ADD
student comprehends directions before beginning a task. Repeat instructions
in a calm, positive manner, if needed. Help ADD child feel comfortable with
seeking assistance.
All children will benefit from receiving an outline of the day's lesson
prior to beginning the lesson. In addition, children may benefit from
the use of colored chalk to emphasize important words or ideas in the
lesson.
Anything that spices up the lesson will be beneficial for children with
ADD, helping them
to pay attention. Students could be allowed to make frequent responses
to teacher questions by holding up hand signals or written signals or
by answering in unison. Groups of students could make up games to teach
each other concepts or do role-playing activities to teach history or
social studies topics. Role playing in mathematics could even be fun.
ADD children often
benefit from a required daily assignment notebook. The teacher can check
to make sure the student correctly writes down all assignments. Then
the parents and teachers sign notebook daily to signify completion of
homework assignments. Parents and teachers can also use the notebook
for daily communication.
Worksheet, workbook, and test layout may need to be modified for children
with ADD or visual
perceptual problems. It may help to use large type on clean paper without
distracting pictures or excessive ink. Underlining, highlighting, or
drawing boxes around parts of the ADD child's worksheets may also
help. During tests or quizzes, make sure you are testing knowledge learned
and not attention span. Allow the ADD child to demonstrate mastery
of the curriculum by answering oral questions or demonstrating concepts
learned if writing for extended periods of time is too difficult. ADD
children may also benefit from being given extra time for certain tasks.
The ADD student
may work more slowly. Don't penalize for needed extra time.
Behavior management recommendations
Have the class make up the class rules, then post them clearly in the
room. Review the rules frequently early in the year so the children
know them well. It may be fun to have the class act out rule breaking
and rule following to make sure they understand. Try not to leave any
room for interpretation, or the ADD child may try to debate his
or her way out of trouble.
When children break posted classroom rules, remain calm, state infraction
of rule, and don't debate. It is important to have pre-established consequences
for misbehavior. Administer consequences immediately and monitor proper
behavior frequently. Praise specific behaviors. Avoid non-specific praise
statements. Enforce the rules of the classroom consistently. Avoid "getting
personal" with the ADD child after poor behavior. Avoid
ridicule and criticism. Remember, ADD children have difficulty staying
in control. Teach the child to reward him/herself. Encourage positive
"self-talk," i.e., "You did very well remaining in your seat today.
Don't you feel proud!" This encourages the child to think positively
about him/herself.
Implement a behavior management system. Select up to three specific
behaviors which present problems for the ADD student and define alternative
behaviors to be learned. Then develop a system of monitoring the behaviors
and charting improvement. Include the entire class in your plan. When
necessary, sign contracts with ADD children and their parents to
reinforce one to three specific behaviors. It may be helpful to reward
children for improvements. (Example: Goal-Remain working quietly during
independent work for 10 minutes at a time. Primary behavior-continuing
working. Prior to the beginning of independent work time, the teacher
reminds the class to try to be quiet and work hard during the period
of time defined by the teacher. The teacher looks at ADD child to insure that he/she
is listening, then the teacher praises quiet children throughout the
period. The teacher might split the class into two groups and have a
contest to see which group works quietly.
Modification found November 13 at :
http://www.findcounseling.com/journal/attention-deficit-disorder/special-education-lesson-plans.html
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