PBI Unit Project

Design Your Own Office Building

Connie Sargent and Ryan Kimbro

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Lehman Block Fall 08 Home

Modifications for Special Needs

Dysgraphic
SYMPTOMS
1. Students may exhibit strong verbal but particularly poor writing skills .
2. Random (or non-existent) punctuation. Spelling errors (sometimes same word spelled differently); reversals; phonic approximations; syllable omissions; errors in common suffixes. Clumsiness and disordering of syntax; an impression of illiteracy. Misinterpretation of questions and questionnaire items. Disordered numbering and written number reversals.
3. Generally illegible writing (despite appropriate time and attention given the task).
4. Inconsistencies : mixtures of print and cursive, upper and lower case, or irregular sizes, shapes, or slant of letters.
5. Unfinished words or letters, omitted words.
6. Inconsistent position on page with respect to lines and margins and inconsistent spaces between words and letters.
7. Cramped or unusual grip, especially holding the writing instrument very close to the paper, or holding thumb over two fingers and writing from the wrist.
8. Talking to self while writing, or carefully watching the hand that is writing.
9. Slow or labored copying or writing - even if it is neat and legible.
(retrieved from: http://www.as.wvu.edu/~scidis/dysgraphia.html)

MODIFICATIONS
1. Use small pencils (a typical pencil cut in thirds) golf pencils, or trianular shaped pencils all promote a functional grip. Jumbo pencils are useful for individuals with tremors or some types of cerebral palsy.
2. Ensure solid handwriting instruction has taken place. The student should be able to tell you how each letter is made using the same verbiage as his teacher.
3. Before the student begins to compose a paper, have them engage in prewriting activities such as webbing, or verbalizing what they will write about.
4. Use pre-lined paper that has yellow highlighting where the words are supposed to go.
5. Allow students extra time to complete in-class assignments; otherwise they won't get the benefit of the instructional practice.
6. Get students keyboarding early on.
7. Allow students to use laptop or other computer for class work.
8. Allow children to dictate to an adult; they can then recopy if necessary.
9.Allow children to dictate into a tape recorder; they or an adult can transcribe later. This allows the creative output process to occur without being stopped by the execution problem.
10. Have compassion and know that this issue has nothing to do with intelligence or behavior.
(retrieved from: http://en.wikipedia.org/wiki/Dysgraphia)

Dyslexia
SYMPTOMS
1. Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level.
2. Labeled lazy, dumb, careless, immature, "not trying hard enough," or "behavior problem."
3. Isn't "behind enough" or "bad enough" to be helped in the school setting.
4. High in IQ, yet may not test well academically; tests well orally, but not written.
5. Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school reading or testing.
6. Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering.
7. Seems to "Zone out" or daydream often; gets lost easily or loses track of time.
8. Difficulty sustaining attention; seems "hyper" or "daydreamer."
9. Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids.
(retrieved from: http://www.dyslexia.com/library/symptoms.htm)

MODIFICATIONS
1. Allow student to use a calculator without penalty.
2. Use visuals and concrete examples.
3. Use grid paper to help correctly line up math problems.
4. Present information in small increments and at a slower pace.
5. Take time to reteach if student is struggling to understand.
6. Read story problems aloud.
7. Break problems into smaller steps.
(retrieved from: http://www.region10.org/Dyslexia/Dyslexia-AccommModif.html)