Functions in the Real World

by Eric Reyes, Monica Sustaita, Son Thieu

Modifications for Blind

Low Vision of Blind Accommodations in the Classroom
The following is a list of ways to accommodate a Blind student in the classroom:

General Courtesy

•    Speak to the class upon entering and leaving the room or site.
•    Call the student with a vision impairment by name if you want his/her attention.
•    Seat the student away from glaring lights (e.g. by the window) and preferably infront of the class.
•    Use descriptive words such as straight, forward, left, etc. in relation to the student's body orientation. Be specific in directions and avoid the use of vague terms with unusable information, such as "over there", "here", "this", etc.
•    Describe, in detail, pertinent visual occurrences of the learning activities.
•    Describe and tactually familiarize the student to the classroom, laboratory, equipment, supplies, materials, field sites, etc.
•    Give verbal notice of room changes, special meetings, or assignments.
•    Offer to read written information for a person with a visual impairment, when appropriate.
•    Order the appropriate text books for the students in their preferred medium.
•    Identify yourself by name, don't assume that the student who is visually impaired will recognize you by your voice even though you have met before.
•    If you are asked to guide a student with a visual impairment, identify yourself, offer your services and, if accepted, offer your arm to the student's hand. Tell them if they have to step up or step down, let them know if the door is to their left or right, and warn them of possible hazards.
•    Orally, let the student know if you need to move or leave or need to end a conversation.
•    If a student with a visual impairment is in class, routinely check the instructional environment to be sure it is adequate and ready for use.
•    When communicating with a student who has a vision impairment, always identify yourself and others who are present.
•    Do not pet or touch a guide dog. Guide dogs are working animals. It can be hazardous for the visually impaired person if the dog is distracted.
•    Be understanding of the slight noise made by a portable translator.
•    Also use an auditory or tactile signal where a visual signal is normally used.
•    It is not necessary to speak loudly to people with visual impairments.
•    Always notify changes of class schedule in advance.

Teacher Presentation

•    By verbally spelling out a new or technical word, you will be helping the student with a vision impairment, as well as for other students.
•    An enlarged activity script, directions, or readings of a detailed lesson can be used for a low vision person and for use in describing tactile 3D models .
•    Use an overhead projector to show step-by-step instructions. Mask all the instructions except the one(s) that you want to present.
•    Use an opaque projector whenever possible to enlarge a text or manual.
•    All colored objects used for identification related to a lesson, experiment, or other directions should be labeled with a Braille label maker or otherwise tacitly coded for most students with vision impairments.
•    Describe, in detail, visual occurrences, visual media, and directions including all pertinent aspects that involve sight.
•    Use a sighted narrator or descriptive video (preferably the latter) to describe aspects of videos or laser disks.
•    Describe, in detail, all pertinent visual occurrences or chalkboard writing.
•    Where needed, have lesson or direction materials Brailled, use an enlarged activity script, or recorded ahead of time, for class handouts.
•    Have tactile 3D models, raised line drawings, or thermoforms available to supplement drawings or graphics in a tactile format when needed.
•    Whenever possible, use actual objects for three dimensional representations.
•    Modify instructions for auditory/tactile presentation.
•    Use raised line drawings for temporary tactile presentations.
•    Use an overhead projector, chalkboard, graphs, or slides as you would normally, but provide more detailed oral descriptions, possibly supplemented with thermoforms where appropriate.
•    Allow student to use a tape recorder for recording classroom presentations or the text.
•    Make all handouts and assignments available in an appropriate form: e.g., regular print, large print, Braille, or on a cassette, depending on the students optimal mode of communication.
•    Use a monocular or a private eye (electronic miniature television) or similar devices for long range observations of chalk board or demonstration table presentations.

Group Interaction and Discussion

•    Describe and tactually/spatially familiarize the student to the classroom.
•    Place the student and/or recorder an appropriate distance from the activity to permit recording of material.
•    Use a tape recorder.
•    If the student is partially sighted, be sure he/she is seated where lighting is appropriate.
•    Use a note taker who takes notes in the appropriate mode.

For more information on Blindness and Low Vision or other special needs visit
http://www.as.wvu.edu/~scidis/vision.html

Modifications for Muscular Dystrophy

Accommodations for Muscular Dystrophy

        For a student with muscular dystrophy, two modifications would need to be made to ensure accommodation.

First, in activities that necessitate the use of computers or other technologies, the student with the dystrophy

Would have to be placed in a group of students who are willing to aid the said student with the various activities.

Second, the classroom will have to be structured such that there is ample space in which the student and any of

his/her mobility aids can move about freely.

http://www.uteach.utexas.edu/%7Egdickinson/pbi/projects/PBIFall03/Codes2/main.htm

Modifications for Gifted Students

Taken from

http://www.kidsource.com/kidsource/content/diff_instruction.html

How to Think About Differentiating Instruction

There are many ways to shake up the classroom to create a better fit for more learners-including those who are advanced. In general, interest-based adjustments allow students to have a voice in deciding whether they will apply key principles being studied to math-oriented, literature-based, hobby-related, science-oriented, or history-associated areas. For example, in studying the American Revolution, one student might opt to write a short story about the life of a teenager during the Revolutionary period. Another might elect to apply key ideas about the American Revolution to an investigation of heroes then and now. Yet another might prefer to study ways in which the

Revolution affected the development of science.

Adjustments based on learning profile encourage students to understand their own learning preferences. For example, some students need a longer period to reflect on ideas before beginning to apply them, while others prefer quick action. Some students need to talk with others as they learn, while others need a quiet workspace. Some students learn best as they tell stories about ideas being explored, others as they create mind maps, and still others as they construct three-dimensional representations. Some students may learn best through a practical application of ideas, others through a more analytical approach.

Readiness-based adjustments can be created by teachers offering students a range of learning tasks developed along one or more of the following continua:

Concrete to abstract. Learners advanced in a subject often benefit from tasks that involve more abstract materials, representations, ideas, or applications than less advanced peers.

Simple to complex. Learners advanced in a subject often benefit from tasks that are more complex in resources, research, issues, problems, skills, or goals than less advanced peers.

Basic to transformational. Learners advanced in a subject often benefit from tasks that require greater transformation or manipulation of information, ideas, materials, or applications than less advanced peers.

Fewer facets to multi-facets. Learners advanced in a subject often benefit from tasks that have more facets or parts in their directions, connections within or across subjects, or planning and execution than less advanced peers.

Smaller leaps to greater leaps. Learners advanced in a subject often benefit from tasks that require greater mental leaps in insight, application, or transfer than less advanced peers.

More structured to more open. Learners advanced in a subject often benefit from tasks that are more open in regard to solutions, decisions, and approaches than less advanced peers.

Less independence to greater independence. Learners advanced in a subject often benefit from greater independence in planning, designing, and self-monitoring than less advanced peers.

Quicker to slower. Learners advanced in a subject will sometimes benefit from rapid movement through prescribed materials and tasks. At other times, they may require a greater amount of time with a given study than less advanced peers so that they may explore the topic in greater depth and/or breadth.