Matter
Esperanza Rodriguez-Cabrera and
Teresa Reyes
| Description |
| Concept Map |
| Assessment Plan |
| Rubric |
| Calendar |
| Resources |
| Lesson Plan 1 |
| Lesson Plan 2 |
| Orientation Video |
| Clinical Interviews |
| Modifications |
| Elementary Science Methods Home |
Modifications for Special Needs
MODIFICATIONS FOR DEAF AND HARD OF HEARING CHILDREN:
IEP Ideas for Deaf and Hard of Hearing Children
This page was created for the purpose of sharing ideas. We all know that
designing an educational experience for our kids is of vital importance.
In this endeavor, perhaps the single most important tool available to
parents is the Individualized Education Plan (IEP). Ensuring that the
IEP addresses all the needs of your child can be a tricky, stressful,
and sometimes overwhelming task.
With a deaf/hoh child there are a myriad of options: residential schools,
self-contained classrooms, mainstreaming , etc.... Often there are related
services like interpreting and speech therapy. If you are new to the IEP
process, rest assured, there are plenty of parents that have already been
down the path.
Many of them have been very successful in advocating for their deaf/hoh
children. This page was created in an attempt to pass some of the expertise
of the "more experienced" parents on to those among us who feel
we can improve the educational situation for our children. This page contains
links to some actual IEP's sent in by parents. The names of the children
have been removed for the sake of privacy
Annual goal: Child will increase her knowledge of first
grade science concepts.
Short-term objective (s):
Child will observe how a thermometer works by reading the temperature
on a thermometer with a 90% level of accuracy.
Child will describe what makes water vapor change back into water by
describing the process of water vapor turning into rain with a 90% level
of
accuracy.
Child will know that plants are living organisms because they grow,
change and reproduce by naming the three things that tell us that plants
are living with a 90% level of accuracy.
Annual goal: Child will increase her knowledge of
science concepts.
Short-term objective (s):
Child will know that humans are alike in many ways but each individual
is unique by observing students own body parts and how they function with
a 90% level of accuracy.
Annual goal: Child will increase her knowledge of
second grade science concepts.
Short-term objective (s):
Child will know that magnets attract things
containing iron by testing materials to see if magnets pull on them with
a
90% level of accuracy.
Source: http://www.ibwebs.com/iepindex.htm
MODIFICATIONS FOR CHILDREN WITH ADHD:
Source: The Behavioural Futures Group
Topics: Attention Deficit Hyperactivity Disorder (ADHD), ADHD and School
The following list contains a small sample of classroom modifications/accommodations for students with ADHD
Modifying the Presentation of Material |
Use concrete examples of concepts before teaching the abstract. |
Provide an overview of the lesson before beginning. |
Monitor the student's comprehension of language used during instruction. |
Schedule frequent, short conferences with the student to check for comprehension. |
Highlight important concepts to be learned in text of material. |
Provide clear, concise directions and concrete examples for homework assignments. |
Modifying Time Demands |
Prioritize assignments and/or step to completing assignments. |
Set time limits for specific task completion. |
Visual Motor |
Set realistic and mutually agreed upon expectations for neatness. |
Reduce the amount of copying from text and board. |
Visual Processing |
Provide clear and well-defined worksheets. |
Go over visual task and make sure the student has a clear understanding of all parts of the assignment from the beginning. |
Avoid having the student copy from the board. |
Have the student verbalize instructions before beginning task. |
Language Processing |
Give written directions to supplement verbal directions. |
Paraphrase information. |
Encourage feedback from the student to check for understanding. |
Always demonstrate how new material relates to previously learned information. |
Organizational Problems |
Provide an established daily routine |
Provide clear rules and consistently enforce them. |
Check the student's notebook to insure the use of dividers, assignment sheet, and calendar. |
Provide due dates on written assignments. |
Provide a specific place for turning in completed assignments. |
Frequently check the organization of the student's notebook. |
Monitor the student's use of his assignment sheet. |
Check the assignment sheet for accuracy. |
http://www.education.com/reference/article/classroom-modifications-accommodations/