Secret Formulas

Bailey Heick & Gloria Chavez

Modifications for Emotionally Disturbed Students

Secret Formulas consists of group work, discussions, and worksheets, a child which is emotionally disturbed can participate with the following modifications:

Discussions

NOTE: In all cases, monitor student for increased levels of frustration

·  Encourage participation, HOWEVER:

·  Be sure student understands class rules for participating in the discussion (i.e. raising hand before speaking).
·  Be sure student understands the importance of listening to others and not blurting out the answers.
·  Be sure student understands that it is not acceptable to call other students names (i.e. calling someone stupid because they do not know an answer).
·  Implement a silent cue indicating to student they will be called on soon.
·  If you detect frustration mounting in the student, stand by them and/or encourage a self-timeout.
·  If student is having a difficult day, then refrain from questioning student.

Worksheets

NOTE: In all cases, monitor student for increased levels of frustration

·  Verify student understands assignment instructions.
·  Use both oral and written instructions
·  Be sure worksheet is at the student’s ability and readability level.
·  Re-work if necessary so that frustration levels are minimized.
·  Break down tasks into multiple steps that are clearly detailed to minimize the building of frustration.
·  If the worksheet contains a lot of material re-work it so that the visible content is minimized by dividing the worksheet into sections with:
·  Lines, by folding the paper into sections, by boxing sections, by creating different colored sections, etc.
·  If necessary, teacher should help prioritize the sequencing of tasks for student.
 
Group Work

NOTE: In all cases, monitor student for increased levels of frustration

·  Allow student to work in cooperative mixed ability groups with group reward reinforcement system.
·  Encourage peer assistance and collaborative learning.
·  Clarify the rules when working in a group situation.
·  Allow the student to have a responsible job within the group.
·  Describe/rehearse rules of conduct and/or each student’s role within the group expected to participate in the group.
·  Allow each student to have their own physical space within the group to do their work.

Reference:    http://www.jimrodslz.com/sped/Disability_Info/Making%20Modifications%20ED.pdf

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Modifications for Students with Muscular Dystrophy

A child with  muscular dystrophy whom is wheelchair bound with limited use of their arms will benefit the most from Secret Formulas with these modifications:

·  Wheelchair-accessible field site
·  Uncluttered lab; clear, wide aisles
·  Preferential seating to avoid physical barriers and assure visual access to demonstrations
·  An enlarged screen
·  Wheelchair-accessible, adjustable-height work surface
·  Slip stop mat
·  Handles on beakers, objects, and equipment
·  Surgical gloves to handle wet or slippery items
·  Single-action lever controls in place of knobs
·  Alternate lab storage methods (e.g.,"Lazy Susan," storage cabinet on casters)
·  Have other students within the group assist with pouring, mixing

Reference:    http://www.washington.edu/doit/Brochures/Academics/science_lab.html