How Does Math Build a House?

by Jeannette Babiak, Lou Peterson, Bill Schiesler

Modification 1

For ED Students:

https://www.washington.edu/doit/Faculty/Strategies/Disability/Psych/

Psychiatric or mental health impairments are broad and range from mild depression to chronic disorders such as schizophrenia or bipolar disorder. Negative stereotypes and the fact that these disabilities are typically "invisible" further complicate making accommodations for students with these disorders.

Students with mental health or psychiatric impairments can be affected in many ways. They may be more susceptible to the common stressors of school involving academic demands as well as interpersonal relationships. Students may have particular problems receiving, processing and recalling information during times of stress.

Side effects from medication may also impact attention, memory, alertness, and activity level. The episodic and unpredictable onset and recurrence of illness can also interrupt the educational process.

Individuals with psychiatric impairments may be treated with a combination of medication, counseling, and behavioral therapy. A student with a psychiatric impairment may need to build time into his schedule for therapy and/or support services.

Accommodations for students who have mental health impairments include:

Notetakers.

Early notification of projects, exams, and assignments to reduce stress.

Flexible attendance requirements.

An encouraging, validating, academic environment.

Alternative testing arrangements in a quiet room.

Assignments available in electronic format.

Web page or electronic mail distribution of course materials and lecture notes.

Modification 2

For Muscular Distrophy:

Classroom modifications to be spelled out in your IEP could include: a peer volunteer to take notes, extra time and an aide for test-taking, or modifications in the amount of homework required.

http://www.mdausa.org/publications/journey/7.html

Modification 3

For ADHD:

http://www.as.wvu.edu/~scidis/add.html

To be diagnosed as having ADHD a student must display, for six months or more, at least eight of the following characteristics prior to the age of seven:

1) fidgets, squirms, or is restless

2) has difficulty remaining seated

3) is easily distracted

4) has difficulty waiting for his/her turn

5) blurts out answers

6) has difficulty following instructions

7) has difficulty sustaining attention

8) shifts from one uncompleted task to another

9) has difficulty playing quietly

10) talks excessively

11) interrupts or is rude to others

12) does not appear to listen

13) often loses things necessary for tasks

14) frequently engages in dangerous actions

* Self-monitoring techniques can be very effective in the school setting. Self-monitoring of attention involves cueing the student so that he/she can determine how well he/she is attending to the task at hand. Cueing is often done by providing an audio tone such as a random beep, timer, or the teacher can give the cue. The student then notes whether he/she was on or off task on a simple recording sheet. Self-monitoring techniques are more likely to be effective when tied to rewards and accuracy checks.

* Behavior management techniques must often be used in the learning environment. By examining a student's specific problem behavior, understanding it's antecedents and consequences, teachers can help students with AD/HD to develop behaviors that lead to academic and social successes.

Provide supervision and discipline:

* Monitor proper behavior frequently and immediately direct the student to an appropriate behavior.

* Enforce classroom rules consistently.

* Avoid ridicule and criticism. Remember that students with AD/HD have difficulty staying in control.

* Providing Encouragement:

* Reward more than punish.

* Immediately praise any and all good behavior and performance.

* Change rewards if they are not effective in motivating behavioral change.

* Find alternate ways to encourage the AD/HD students.

* Teach the student to reward himself or herself. Encourage positive self-talk (e.g., "You did very well remaining in your seat today. How do you feel about that?"). This encourages the student to think positively about himself or herself.

* Bring to the student's attention science role model who has a disability similar to that of the student with an impairment. Point out that this individual got ahead by a combination of effort and by asking for help when needed.

* Reduce the amount of materials present during activities by having the student put away unnecessary items. Have a special place for tools, materials, and books.

* Reward more than you punish, especially with positive reinforcers.

* Try to be patient with an AD/HD student.

Seat students with AD/HD in the front near the teacher with their backs to the rest of the class. Be sure to include them as part of the regular class seating.

* Place these students up front with their backs to the rest of the class to keep other students out of view.

* Surround students with AD/HD with good peer models, preferably students whom the AD/HD student views as significant peers.

* Encourage peer tutoring and cooperative/collaborative learning.

* A class that has a low student-teacher ratio will be helpful to a student with AD/HD.

* Avoid all distracting stimuli. Try not to place students with AD/HD near air conditioners, high traffic areas, heaters, doors, windows, etc.

* Avoid transitions, physical relocation, changes in schedule, and disruptions.

* Be creative! Produce a somewhat stimuli-reduced study area with a variety of science activities. Let all students have access to this area.

* Encourage parents to set up appropriate study space at home, with set times and routines established for study. Also, use this home area for parental review ofcompleted homework, and periodic notebook and/or book bag organization.

* Educational, psychological, and/or neurological testing is recommended to determine learning style, cognitive ability, and to rule out any learning disability (LD is common in about 30% of students with AD/HD).

* A private tutor and/or peer tutoring will be helpful to a student with AD/HD.

* Have a pre-established consequences for misbehavior, remain calm, state the infraction of the rule, and avoid debating or arguing with the student.

* Avoid publicly reminding students on medication to "take their medicine."

Consult with special education personnel to determine specific strengths and weaknesses of each student.

* Maintain eye contact during verbal instructions.

* Make directions clear and concise. Be consistent with all daily instructions.

* When you ask an AD/HD student a question, first say the student's name and then pause for a few seconds as a signal for him/her to pay attention.

* To help with changes in assignments, provide clear and consistent transitions between activities and notify the student with AD/HD a few minutes before changing activities.

* Repeat instructions in a calm, positive manner.

* AD/HD students may need both verbal and visual directions. You can do this by providing the student with a model of what he/she should be doing.

You can give an AD/HD student confidence by starting each assignment with a few questions or activities you know the student can successfully accomplish.

* Self-monitoring techniques can prove effective in the school setting. Self-monitoring of attention involves cueing the student so that he/she can determine how well he is attending to the task at hand. Cueing is often done by providing an audio tone.

* Behavior management techniques must often be used in the school. By examining a child's specific problem behavior, understanding it's antecedents and consequences, educators can help students with AD/HD develop behaviors that lead to academic and social success.

* Develop an individualized education program. By identifying each student's individual strengths and specific learning needs, you can design a plan for mobilizing those strengths to improve students academic and social performance.

* Gradually reduce the amount of assistance, but keep in mind that these students will need more help for a longer period of time than the student without a disability.

Require a daily assignment notebook as necessary and make sure each student correctly writes down all assignments. If a student is not capable of this, the teacher should help the student.

* Initial the notebook daily to signify completion of homework assignments. (Parents should also sign.)

* Use the notebook for daily communication with parents.