Portrayal of History in Film

Selena Cruz, Blake Burton, Rusty Aki

Modifications for Special Needs

Modifications for teaching a student with Dyscalculia

  Modifications for “History of Film” Project:

1.       Assign student to movie that has the least amount of Dates and Time Sequences.

a.       For Ex:  It would not be a good idea to place the student in the movie group for “The Longest Day.”  Student should probably be placed in the movie group of “Pearl Harbor.” 

b.      “Pearl Harbor” would be easier to remember because more emphasis has been put on this movie/battle.  It is also one of the newer movies with known actors and actresses.  The date or time period will be easier to remember because it is in December and can be linked to “Christmas,” therefore the student can link/identify the month in which this battle took place.

2.       Help review on a daily basis what the student has learned in the previous class period.

3.       Modify the tests and quizzes the student will be taking.  Try to not refer to dates as much as possible.  For example, try and help students at least identify with months, or other outside events such as Christmas for the movie “Pearl Harbor.”

4.       Give extra time for the student to grasp pictured materials.

5.       Use visual and auditory examples.

6.       Make sure materials can be completed with high success.  Give extra opportunity if needed.

7.       Help relate material to meaningful subject matter.  Also review material when and if needed.

8.       Try to simplify as much as possible.

9.       Help student focus on the “whole Picture” instead of all the “details.”

10.   Provide supervised practice and supervise activity.

Resources: 

www.dyscalculia.org

www.ldanatl.org/aboutld/parents/ld_basics/dyscalculia

These are some modifications for ED children.                                                                                        

Get to know your students
The first step is to become familiar with your students’ educational history. This includes information from parents, licensed specialists in school psychology, diagnosticians and teachers in the form of emotionally disturbed (ED) eligibility reports, functional behavioral assessment reports, behavioral IEPs and student Behavior Intervention Plans.                                                                                                             

Develop classroom rules
Next, create your classroom rules. Good rules provide the structure for self-discipline that is imperative for ED students. Create only a few rules, but state them in the positive, be specific, and make sure the behaviors you describe are observable and measurable. Post the rules in a prominent place in the classroom before the first day of school. Students should be able to refer to the rules at all times, so you might post them in several places. Tie your rules to both positive and negative consequences; ED students need immediate consequences for negative behavior. During the first few weeks of school, read and discuss the rules, role-play, and explain the positive and negative consequences associated with the rules. Most importantly, consistently implement your rules.                                                                       

Watch out for triggers
Instructional schedules, transitions between activities or classes, and physical environment all contribute to the factors that produce stress for ED students. To reduce their negative effects, seat the ED student next to a positive role model toward the front of the classroom in one of the aisle seats (preferably at the 10 or two o’clock position) to ensure easy teacher access for support. Create classroom routines to ensure minimal unstructured free time, and provide ED students with copies of the classroom schedule. If you are aware of an upcoming change in the routine, prepare the student in advance. Also provide cues for transitions between activities. Music is a wonderful way to bridge transitions, but you might also provide the student with a visual cue such as a timer. When assigning the student an independent activity, check his mastery of the skill first. He should demonstrate a 95 percent mastery rate before engaging in independent work. Break down the assignments if need be and allow for a structured break.    

Be positive
Use positive reinforcement to motivate the ED student. When a teacher gives positive feedback and reinforcement to the ED student it breaks the chain of negative behaviors. Classroom management strategies that focus on negative forms of attention such as reprimanding and excessive prompting can help maintain inappropriate behaviors. So, use reinforcers that are intrinsically motivating for the student. Review with the student the rules for receiving positive reinforcement, and consistently implement the system.                                                                                                                                                     

Lean on your team
A team approach to providing academic, emotional and behavioral support is necessary. Plan staff meetings to facilitate program planning, behavioral consultation and open communication. Develop a teacher and student support plan for the times the student exhibits inappropriate classroom behaviors that escalate. Finally, maintain a positive attitude to set the stage for success.

The website I got this material from: http://www.atpe.org/resources/Student&ParentIssues/emoDisturb.asp

Modifications for a Blind Student