Modifications

Liz Berlinger, Chris Copeland, Janie McMillin, Meagan Vickers

Deaf

http://www.uteach.utexas.edu/%7Egdickinson/pbi/projects/PBIFall04/GoFlyaKite/Content/mods.htm

Bring to the student’s attention mathematics role models with disabilities similar to that of the student.
Obtain feedback from hearing impaired students at every opportunity as an indicator of the student’s level of understanding.
If the student lip-reads:
- Have them sit closer to the teacher.
- Look directly at the student.
- Speak slowly and clearly.
- If you have a mustache, keep it well trimmed.
If the student uses and interpreter:
- Speak to the student, not to the interpreter.
- Give the student and the interpreter outlines of the lecture or written material in advance, so they can become familiar with new vocabulary.
- Interpreters should not give their opinion of a student’s progress.
- Provide scripts of video and laser media when possible for the interpreter and the student (with or without captioning).
- The students should direct all lesson related questions to the instructor.
- Interpreter should stand near the chalkboard, so the student can see what is being written on the board and also see their interpreter.
When writing materials for hearing impaired students:
- Break up long sentences.
- Reduce difficult vocabulary.
- Reduce concept density.
- Make meaning and application absolutely clear.
- Use context as a memory aid.
Language to avoid:
- Passive voice verbs.
- Negative forms of verbs.
- Modifiying words, such as prepositional phrases, relative clauses.
- Stylistic embellishments.
- Avoid idioms.
- Cut wordiness.
Always stand in a well-lit part of the room.
Present only one source of visual information at a time.
Engage the student with a hearing impairment before the rest of the class.
Repeat questions asked by students in the class.
Write all homework, classroom instructions and procedural changes on the chalkboard.

Blind

http://www.uteach.utexas.edu/%7Egdickinson/pbi/projects/PBIFall04/GoFlyaKite/Content/mods.htm

Modify instructions

Speak clear and descriptively
Emphasis important information (Vocabulary)
Call on students by names, so the visually impaired will know who is speaking
Introduce myself by name so they know who is speaking to them

* Modify assessments

Offer to read directions to student
Offer to read a test aloud and have the student answer orally
Spend extra time with student one-on-one to converse about the lessons

* Adapt equipment

Describe the equipment in detail
Leave the classroom organized the same each day, or notify student of changes before the enter the room
Keep the classroom organized at all times

* Use assistive technology devices

Brail label makers should be placed around the classroom, so that all tools available for students
Provide student with audio learning devices such as tape recorders/players
Order appropriate textbooks

Muscular Dystrophy

http://www.uteach.utexas.edu/%7Egdickinson/pbi/projects/PBIFall03/Predict/content/ModMD.htm

MD is a condition that hinders bone and muscle development. In many cases, you may have a student with mobility impairment and needs special accommodations for wheelchair access; however, in other cases it may just require allowing students more time for completing activities.

Teaching Strategies and Things to Know

* Use a peer-buddy system.

* If breaks between classes are short (10 minutes or less), the student who has a mobility impairment may frequently be a few minutes late. Students and instructors may want to plan for these occasions, so students don't miss important material.

* Observe potential obstacles so you can be aware of what is accessible and what is not accessible to students in wheelchairs.

* Students may need to tape lectures (difficulty with writing or unable to write).

* Table-type desks, with adequate leg space, which have enough clearance for wheelchairs can be moved into classrooms.

* Consider accessibility factor to classroom so that student is able to get to class on time.

* Include student in open discussions.

* Allow more time for the student to complete activities.

* Use ramps and raised platforms for student's access.

* Lower chalkboard and/or corkboard.

* Use easels, portable reading racks, a standing table, and adjustable seats and desks.

Testing

* Allow more time for the student to complete the activities.

* Provide a separate place for the test if necessary.

* Give completely oral tests

* Allow students to tape record answers to tests.

* Writers should be provided for test-taking if the student is unable to write (or give oral tests out of the earshot of other students).

* Students may write slowly and need extended time for tests.

* Develop a portfolio of the student's work, both singly and as part of a cooperating group. Orally quiz him/her to establish the extent to which the student contributed to the group-based accomplishments.

EMOTIONAL DISTURBANCE

http://www.uteach.utexas.edu/%7Egdickinson/pbi/projects/PBISpring03/MathMusic/main.htm

Many terms are used to describe emotional, behavioral or mental disorders. Currently, students with such disorders are categorized as having a serious emotional disturbance, which is defined under the Individuals with Disabilities Education Act as follows:

"...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance--

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;

(D) A general pervasive mood of unhappiness or depression; or

(E) A tendency to develop physical symptoms or fears associated with personal or school problems." [Code of Federal Regulations, Title 34, Section 300.7(b)(9)][i]

The difficulty in accommodating an ED student should be taken into account. The following is a list of some of the obstacles that exist in understanding how to integrate ED students into mainstream classrooms and the probability of success.

* Results from mainstreaming studies of behavior-disordered (BD) youth have been inconclusive (Grossi, 1981).

* The BD student may be the most difficult to integrate successfully into the regular classroom.

* The likelihood of a BD student’s successful integration into the mainstream classroom decreases proportionally to the amount of time the student has spent in an isolated BD program. (Smith, 1979)[ii]

I list some of the accepted characteristics and behaviors seen in children who have emotional disturbances include:

* Hyperactivity (short attention span, impulsiveness);

* Aggression/self-injurious behavior (acting out, fighting);

* Withdrawal (failure to initiate interaction with others; retreat from exchanges of social interaction, excessive fear or anxiety); and

* Immaturity (inappropriate crying, temper tantrums, poor coping skills)[iii]

I will address each of these characteristics with respect to the following categories of modifications.

I. Instructional modifications

II. Assessment modifications

III. Adaptive equipment and/or

IV. Assistive Technology devices

From the perspective of my students, my style of teaching will essentially remain the same. I frequently lead class discussions, have the students work in groups, require the students to work individually and implement class projects that are student-run projects with my role being the mentor and facilitator. It is my belief that all of these learning activities are part of a well balanced, equitable, and interesting math course. Therefore it is my intent to integrate the ED student in such a way that the class as a whole is not detrimentally affected. That is the goal, of course. I realize the reality of the process may involve changing some of these activities such that the ED student receives equitable instruction. But still the goal should be to minimize any negative affects on the non-ED students.

One instructional technique I will employ, even if there was not an ED student in my class, is to design a ≥work/research≤ center that student’s can go to if they have finished their class work. The work/research center will be treated as a place of discovery that students can use to pursue open questions they have specifically about math or how math relates to other subjects. While this is a valuable and enriching part of any classroom regardless of the students, it also is a way to proactively direct behaviors that typically introduce interference from a hyperactive ED student. Hyperactive students tend to create more interference than the non-hyperactive students and a chance to be free to explore at a pace that accommodates inability to be still, quiet and focused. Lecture style lessons will be limited to accommodate the hyperactive ED student’s difficulty sitting and listening. Another thing that will help the hyperactive ED student is a consistent and clear set of rules for the classroom. There will be a system that applies to the entire class and I will present the student’s responsibilities to them the first day of class. On the other hand, I hope that providing a variety of teaching styles will give the hyperactive ED student a chance to find which style best suits his or her learning style.

The primary way in which I will address students with withdrawal tendencies will be to structure group activities such that they are low-pressure situations. For example, I will create the groups before presenting a group activity. ED students who display aggressive behavior will be subject to the consequences of a student who does not hold up his or her responsibilities laid out in the class rules. If the behavior is physically aggressive the student will be removed from the room and disciplined according to the schools rules. The same response will be given for the ED student displaying immaturity. Of course, all students can be immature so the immaturity discussed here will be exceptionally disruptive. These modifications for aggressive and immature characteristics are not necessarily instructional but they would occur during instruction.

With respect to assessments the following modifications are proposed.

For the hyperactive ED student I will provide the student the opportunity to take his or her exam in a format that best suits his or her learning style. Again this is for extreme or exceptional cases of hyperactivity. For example if the student cannot sit still or is extremely anxious during quiet test taking times I will propose to meet with his or her parents, and a school official (principal) to come up with a equitable way to assess the student’s learning. The same modification will be applied for ED students that are aggressive or immature, again in the exceptional cases. For students who are withdrawn, I will be proactive in preparing the student for test situations that may cause extreme anxiety; extreme cases only because all students are usually anxious during test times. I will spend one-on-one time with the student to help reinforce self-esteem with respect to assessment situations.

I do not foresee the need for adaptive equipment or assistive technology.