How Clean is the Water in Your Town?

Modification 1, Modification 2, Modification 3, Modification 4

Modification 1

Modifications for blind or visually impaired students:

      Provide tactile or model representations of all materials used.

Allow the student more time to explore these tactile items.

Provide handouts and worksheets in Braille form.

Allow the student an alternate means of response to worksheets and exams, such as Braille or orally.

Provide discussion material early and in Braille form.

Provide the student with copies of overhead materials in Braille.

The teacher may need to remain in one place while lecturing so that the student can follow the voice clearly.

Encourage the student to participate during discussions by allowing the student to answer.

Allow the student more time to complete to complete exams and worksheets.

Have an easily identified workplace for student to place answer sheets.

Allow the student time after class to ask questions privately and make the student aware of this option.

Provide the student assistive technology in order to access Internet, books and other resource materials.

Be sure the student understands requirements of projects and lab experiments and has an opportunity to ask questions for clarification.

Provide a partner, when performing experiments, to provide descriptions of observations made during the exercise.

Student may need support of a Reader to read textbooks and other material to them or by having it scanned into the computer and use a program to read the text aloud.

Have the students in a group discussion identify themselves before speaking.

Provide the student a notetaker in class.

Be sure computers have appropriate Braille input and output.

Make entire class aware of how the assistive technology and other modifications are going to be incorporated into the classroom.

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Modification 2

Gifted Students

Not everyone agrees on how these students should be instructed.  Due to the fact that they are gifted, a multitude of avenues can be taken to provide for their interest, learning and development. Education is not easy or cheep.  Learning comes with a cost both in money and time. Students who finish their assignments early can help other students, with the clause, that the work that the gifted students have completed match their talent and abilities.  My modifications for them are modifications that might require a little more investigation and completion of the assignment at a deeper level. The goal of education is to promote learning at all levels and accomplish learning through teamwork and effective communication. 

            Next, it is just as important to keep in close contact with the parents of gifted children as it is for struggling students.  Special parent meetings and personal notes need to be arranged.  Suggestions for family projects and the identification of the student ís gifted talents and interest must not only be brought to light but supplemented by the parents and instructor if possible. 

Hoagies Gifted Education: curriculum modification

http://www.hoagiesgifted.org/curriculum.htm

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Modification 3

Modifications ADHD and ADD

         Seat students in rows. Having children sit in groups increases distractions for the ADHD child. Seat ADD student near teacher's desk, up front with her back to the rest of the class, but include as part of regular class seating. It may be possible to provide tables for special group projects while retaining rows for regular classroom seating and independent work. Some teachers report that arranging desks in a horseshoe shape promotes appropriate discussion while permitting independent work. Whatever arrangement is selected, it is important for the teacher to be able to move about the entire room and have access to all students. Surround ADD student with "good role models", preferably students that the ADD child views as "significant others." Encourage peer tutoring and cooperative collaborative teaching.

         Do not place the ADD student near: Air conditioners, heaters, high traffic areas, doors or windows. Keep the classroom door closed. Keep the room free of clutter. Distracting posters, signs, and hanging pictures should relate to the lesson being presented.

         ADD children do not handle change very well so avoid: transitions, changes in schedule, physical relocation, disruptions.

Lesson presentation modifications

         Maintain eye contact with the ADD student during verbal instruction. Make directions clear and concise. Simplify complex directions. Avoid multiple commands.

         Make sure ADD student comprehends directions before beginning a task. Repeat instructions in a calm, positive manner, if needed. Help ADD child feel comfortable with seeking assistance.

         All children will benefit from receiving an outline of the day's lesson prior to beginning the lesson. In addition, children may benefit from the use of colored chalk to emphasize important words or ideas in the lesson.

         Anything that spices up the lesson will be beneficial for children with ADD, helping them to pay attention. Students could be allowed to make frequent responses to teacher questions by holding up hand signals or written signals or by answering in unison. Groups of students could make up games to teach each other concepts or do role-playing activities to teach history or social studies topics. Role playing in mathematics could even be fun.

         ADD children often benefit from a required daily assignment notebook. The teacher can check to make sure the student correctly writes down all assignments. Then the parents and teachers sign notebook daily to signify completion of homework assignments. Parents and teachers can also use the notebook for daily communication.

         Worksheet, workbook, and test layout may need to be modified for children with ADD or visual perceptual problems. It may help to use large type on clean paper without distracting pictures or excessive ink. Underlining, highlighting, or drawing boxes around parts of the ADD child's worksheets may also help. During tests or quizzes, make sure you are testing knowledge learned and not attention span. Allow the ADD child to demonstrate mastery of the curriculum by answering oral questions or demonstrating concepts learned if writing for extended periods of time is too difficult. ADD children may also benefit from being given extra time for certain tasks. The ADD student may work more slowly. Don't penalize for needed extra time.

Behavior management recommendations

         Have the class makes up the class rules, then post them clearly in the room. Review the rules frequently early in the year so the children know them well. It may be fun to have the class act out rule breaking and rule following to make sure they understand. Try not to leave any room for interpretation, or the ADD child may try to debate his or her way out of trouble.

         When children break posted classroom rules, remain calm, state infraction of rule, and don't debate. It is important to have pre-established consequences for misbehavior. Administer consequences immediately and monitor proper behavior frequently. Praise specific behaviors. Avoid non-specific praise statements. Enforce the rules of the classroom consistently. Avoid "getting personal" with the ADD child after poor behavior. Avoid ridicule and criticism. Remember, ADD children have difficulty staying in control. Teach the child to reward him/herself. Encourage positive "self-talk", i.e., "You did very well remaining in your seat today. Don't you feel proud?" This encourages the child to think positively about him/herself.

         Implement a behavior management system. Select up to three specific behaviors which present problems for the ADD student and define alternative behaviors to be learned. Then develop a system of monitoring the behaviors and charting improvement. Include the entire class in your plan. When necessary, sign contracts with ADD children and their parents to reinforce one to three specific behaviors. It may be helpful to reward children for improvements. (Example: Goal-Remain working quietly during independent work for 10 minutes at a time. Primary behavior-continuing working. Prior to the beginning of independent work time, the teacher reminds the class to try to be quiet and work hard during the period of time defined by the teacher. The teacher looks at ADD child to insure that he/she is listening, and then the teacher praises quiet children throughout the period. The teacher might split the class into two groups and have a contest to see which group works quietly.) 

This information can be found on:

www.therapistfinder.net/Attention-Deficit-Disorder/Special-Education-Lesson-Plans.html

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Modification 4

Modifications MD

 
Muscular Dystrophy[1] 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 completeactivities. 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

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