Paper Towel Testing
Jennifer, Kim, Aniekan
| Description |
| Concept Map |
| Assessment Plan |
| Rubric |
| Calendar |
| Resources |
| Lesson Plan 1 |
| Lesson Plan 2 |
| Lesson Plan 3 |
| Orientation Video |
| Clinical Interviews |
| Modifications |
| Elementary Science Methods Home |
Modifications for Special Needs
Gifted, ADD, Muscular Dystrophy
Modifications for Gifted Students
Recommendations are intended for consideration by those who know the child well and can make informed decisions about the relevance and practical application of a recommendation to an individual child's aptitude, interest, and needs.
Science
60. Provide opportunities to visit museums of science and natural history.
61. Provide reading material that suggests experiments the child can try and also provide a balance between text and activities.
62. Help the child develop a scientific hobby like birdwatching, shell collecting, gardening, or electronics.
63. Provide opportunities for naturalistic observation at the beach, mountains, or local pond.
64. Provide well-made scientific toys.
65. Provide basic tools like a magnifying glass, binoculars, and a camera.
66. Assist the child in selecting biographies and autobiographies about scientists.
67. Consider summer science camp experiences.
68. Provide opportunities for interacting with practicing scientists.
69. Place a strong emphasis on the inquiry process.
70. Emphasize topics that place science in the context of human decision making and social policy.
71. Teach skills that help children to define a problem, make an hypothesis, and draw implications from data.
72. Teach the child to conduct literature searches.
73. Use open-ended questioning techniques.
74. Foster use of collaborative techniques by allowing students to work in small groups.
75. Establish a science mentorship program.
76. Explore educational programming at community facilities such as NASA and CEBAF.
77. Suggest the student volunteer in a hospital, doctor's office, veterinary clinic, or science museum.
78. Review each December issue of Scientific American for science books for children.
79. Focus on problems that require deductive thinking skills and inference.
80. Teach critical thinking skills.
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Accommodations for ADD
http://www.tourettesyndrome.net/Files/tips_adhd.pdf
Does each student have a copy of their own schedule on their desk?
*Attach a schedule of the day to the students binder/desk.
Do you have a system for checking off each item on the schedule as it's completed?
*Have a checklist for task completion for the student.
Have you arranged to seat students who need frequent refocusing closer to you and next to
a student who's a good role model?
*Have students seated so they are in close proximity to the teacher (preferential seating).
Do you have a routine or system for cueing transitions? Your routine should have both
visual and auditory cues.
*Use signal, touch, or proximity to redirect student behavior.
*Allow student to begin to prepare to leave 5 minutes before class.
*Give extra time for movement between activities/classes.
Does every student have at least some responsibility for recording their own homework to
whatever level they are capable of?
*Allow use of assignment sheets or help with writing of assignments for students.
Does the student experience “off task behavior?”
*Extend time on tests/assignments.
*Break assignments into smaller “chunks” and allow extra time for completion when needed.
Accommodations
for
Students with Muscular Dystrophy (website- http://dsp.berkeley.edu/TeachStudentsWithDisab.html#11)
· Students who have upper body limitations may need notetakers, extended exam time, and audiotape recorders or amanuenses to record exam answers. DSP provides notetakers and amanuenses. You'll need to provide exam rooms in which students can dictate into audiotape recorders or confer with amanuenses without disturbing other exam-takers.
· Students with upper body weakness may not be able to raise their hands to participate in class discussion. Establish eye contact with the students and call on them when they indicate that they wish to contribute.
· A wheelchair is part of a student's "personal space." No one should lean on a chair, touch it, or push it unless asked. Whenever you are talking one-to-one with a student in a wheelchair, you yourself should be seated so the student does not have to peer upward at you.
· Please understand that for reasons beyond their control, students with severe mobility impairments may be late to class. Some are unable to quickly move from one location to another due to architectural barriers, inadequate public transportation, or hilly terrain on campus
· Special seating arrangements may be necessary to meet student needs. Students may require special chairs, lowered tables on which to write, or spaces for wheelchairs. In laboratory courses, students who use wheelchairs may need lower lab tables to accommodate their chairs and allow for the manipulation of tools or other equipment.
· Instructors in courses requiring field trips or internships need to work with students and the Disabled Students' Program to be sure the students' needs are met. For example, students may need assistance with transportation, special seating, or frequent rest-breaks.
· Not all mobility impairments are constant and unchanging; some students experience exacerbations or relapses requiring bedrest or hospitalization. In most cases, students are able to make up the incomplete work, but they may need extra time.