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Animal Defenses

April Ashmore and Alex Gayler

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

Hard of Hearing and Deaf Students, Blind/Visually Impaired Students

Accommodations for Hard of Hearing and Deaf Students

Examples of accommodations for students who have hearing impairments include:

  • Interpreters.
  • Sound amplification systems.
  • Note takers.
  • Real-time captioning.

There are also several ways you can direct your speaking style and adjust the "pace" of instruction to make information more accessible to a student with a hearing impairment.

  • When speaking, make sure the student can see your face and avoid unnecessary pacing and moving.
  • When speaking, avoid obscuring your lips or face with hands, books, or other materials.
  • Repeat discussion questions and statements made by other students.
  • Write discussion questions/answers on a whiteboard or overhead projector.
  • Speak clearly and at a normal rate.
  • Use visual aids with few words and large images and fonts.

http://www.washington.edu/doit/Stem/hearing.html

Attention must be given to creating a supportive acoustical environment throughout the classroom. Modifications that can be made to provide an accommodating acoustical environment include:

  • Acoustical ceiling tiles.
  • Carpeting.
  • Thick curtains.
  • Rubber tips on chair and table legs.
  • Proper maintenance of ventilation systems, lighting, doors, and windows.

(Smith, Polloway, Patton, & Dowdy, 2008, p. 314).

Smith, T.E., Polloway, E.A., Patton, J.R., & Dowdy, C.A. (2008). Teaching students with

            special needs in inclusive settings (3rd Ed.). Boston: Pearson Education, Inc.

Accomodations for Blind/Visually Impaired Students

Accommodations in Instructional Methods and Materials

Instructions

  • Change tone of voice to alert student and maintain attention.
  • Read written directions aloud before starting assignment.

Notetaking

  • Have learning buddy or teaching assistant read material aloud.
  • Use notetaker.

  • Provide oral prompts during lecture or discussion about what to include in notes.
  • Provide copies of transparencies, lecture outline, or graphic organizer to assist with notetaking.
  • Let student record lectures or discussions, digitally or on tape.

Support

  • Give student copies of pictures and other visual materials.
  • Provide materials with key information in embossed format.
  • Arrange meeting with student after class to clarify lesson.
  • Let student use concrete materials and manipulatives when learning math concepts.

Group Work

  • Let student work with trained classmate to stay on task in group work.

Technology

  • Provide audio books, large print, or braille versions of texts.
  • Adjust computer monitor for maximum contrast between background and text.
  • Provide assistive technology such as optical enhancer, magnifier, audio recorder, stylus and slate, reading pen or braillewriter.
  • Let student use text-to-speech software.
  • Provide tools and equipment with voice capability, such as talking calculator or screen reader.
  • Let student record class lectures and discussions, either digitally or on tape.
  • Scan worksheets, forms, or text to make them text-to-speech accessible.

Accommodations in Assignments and Assessments

Instructions

  • Read written directions aloud before starting lesson.

Support

  • Provide abacus or talking calculator for computation.
  • Assign buddy to help student; let student dictate work to classmate or teaching assistant who writes it.

Technology

  • Let student use self-checking materials or computer-assisted instruction to practice skills.
  • Let student create audio or video response to assignment.

Monitoring

  • Check to see if student needs help getting started.

Accommodations in Learning Environment

  • Keep classroom barrier free.
  • Store classroom materials and supplies in a consistent, predictable manner.
  • Ensure adequate lighting for the work area.
  • Provide positioning tools, such as a tilt-top desk or book stand, for easier reading.
  • Ensure high visual contrast between art materials used and work surface for art activities.

http://www.cpt.fsu.edu/ese/in/acom/needs/need_A.html