Motion in Baseball

ADHD, Dyslexia, Dysgraphia

ADHD

General:

Bring to the student's attention role models with a similar disability to that of the student. Point out that this individual got ahead by a combination of effort and by asking for help when needed.  Student monitoring, self management, discipline, and encouragement can be a very important aspect for academic success. Below are the two basic aspects of AD/HD facilitation.  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 of completed 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."

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Modification 2: Dyslexia

General Courtesy

• Don't assume that the person is not listening just because you are getting no verbal or visual feedback.
• Don't assume that you have to explain everything to students with learning disabilities. They do not necessarily have a problem with general comprehension.
• Consult with the special education specialist to obtain help in understanding the specific nature of the learning disability for each student.
• Never assess a student's capabilities based solely on their IQ or other standardized test scores.
• Give student with learning disabilities priority in registration for classes.
• Allow course substitution for nonessential course requirements in their major studies.
• A student may have documented intelligence with test scores in the average to superior range with adequate sensory and motor systems and still have a learning disability. Learning disabilities often go undiagnosed, hence teacher observation can be a major source of identification.
• Bring to the student's attention science role models with disabilities with a similar disability to that of the student. Point out that this individual got ahead by a combination of effort and by asking for help when needed.

Teacher Presentation

• Always ask questions in a clarifying manner, then have the students with learning disabilities describe his or her understanding of the questions.
• Use an overhead projector with an outline of the lesson or unit of the day.
• Reduce course load for student with learning disabilities.

• Provide clear photocopies of your notes and overhead transparencies, if the student benefits from such strategies.
• Provide students with chapter outlines or study guides that cue them to key points in their readings.
• Provide a detailed course syllabus before class begins.

• Ask questions in a way that helps the student gain confidence. Keep oral instructions logical and concise. Reinforce them with a brief cue words.
• Repeat or re-word complicated directions. Frequently verbalize what is being written on the chalkboard.
• Eliminate classroom distractions such as, excessive noise, flickering lights, etc.
• Outline class presentations on the chalkboard or on an overhead transparency.
• Outline material to be covered during each class period unit. (At the end of class, summarize the important segments of each presentation.) Establish the clarity of understanding that the student has about class assignments.
• Give assignments both in written and oral form.

• Have more complex lessons recorded and available to the students with learning disabilities.
• Have practice exercises available for lessons, in case the student has problems.
• Have students with learning disabilities underline key words or directions on activity sheets (then review the sheets with them).
• Have complex homework assignments due in two or three days rather than on the next day.
• Pace instruction carefully to ensure clarity.

• Present new and or technical vocabulary on the chalkboard or overhead.

• Provide and teach memory associations (mnemonic strategies).

• Support one modality of presentation by following it with instruction and then use another modality.
• Talk distinctly and at a rate that the student with a learning disability can be follow.
• Technical content should be presented in small incremental steps.

• Use plenty of examples, oral or otherwise, in order to make topics more applied.
• Use straight forward instructions with step-by-step unambiguous terms. (Preferably, presented one at a time).
• Write legibly, use large type; do not clutter the blackboard with non-current / non-relevant information.
• Use props to make narrative situations more vivid and clear.

• Assist the student, if necessary, in borrowing classmates' notes.

• Consider cross-age or peer tutoring if the student appears unable to keep up with the class pace or with complex subject matter. The more capable reader can help in summarizing the essential points of the reading or in establishing the main idea of the reading.

• Clearly label equipment, tools, and materials. Color code them for enhanced visual recognition.
• Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.
• Provide clear photocopies of your notes and overhead transparencies.

• For students with learning disabilities, make available cue cards or labels designating the steps of a procedure to expedite the mastering.
• Use an overhead projector with an outline of the lesson or unit of the day.
• Allow extended time for responses and the preparation and delivery of reports.
• In dealing with abstract concepts, use visual tools such as charts and graphs. Also, paraphrase and present them in specific terms, and sequence and illustrate them with concrete examples, personal experiences, or hands-on exercises.
• To minimize student anxiety, provide an individual orientation to the laboratory and equipment and give extra practice with tasks and equipment.
• Find areas of strength in the student's lab experiences and emphasize those as much as possible.
• Allow the students with learning disabilities the use of computers and spell checking programs on assignments.

• Announce readings as well as assignments well in advance.
• Find materials paralleling the textbook, but written at a lower reading level. (Also, include activities that make the reading assignment more relevant.)
• Introduce simulations to make abstract content more concrete.

• Make lists of required readings available early and arrange to obtain texts on tape from Recording for the Blind or a Reading/Typing Service.
• Offer to read written material aloud, when necessary.

• Read aloud material that is written on the chalkboard and on the overhead transparencies.
• Review relevant material, preview the material to be presented, present the new material then summarize the material just presented.
• Suggest that the students use both visual and auditory senses when reading the text.
• Rely less on textbooks. Reading for students with learning disabilities may be slow and deliberate, and comprehension may be impaired for the student , particularly when dealing with large quantities of material. Comprehension and speed usually dramatically increase with the addition of auditory input.
• Spend more time on building background for the reading selections and creating a mental scheme for the organization of the text.
• Encourage students to practice using technical words in exchanges among peers.
• Choose books with a reduced number of difficult words, direct non convoluted syntax, and passages that deliver clear meaning. Also, select readings that are organized by subheads because this aids in the flow of ideas.
• When writing materials for reading by students with learning disabilities, some of the strategies referred to in the reading section of the hearing impaired presentation will be appropriate.
• Allow the student to use a tape recorder.

Group Interaction and Discussion

• Always ask questions in a clarifying manner, then have the students with learning disabilities describe his or her understanding of the questions.
• Assist the student, if necessary, in borrowing classmates discussion notes.
• Encourage questions during or after class to ensure that materials are understood by students with learning disabilities.
• Give individual conferences to guide students with learning disabilities to monitor progress and understanding of the assignment and of the course content.
• Give plenty of reinforcement when it is evident that the student with a learning disability is trying things that are made difficult by the disability.
• Have frequent question-and-answer sessions for students with learning disabilities.

Field Experiences

• Allow the students with learning disabilities the use of computers and spell checking programs on field notes and reports.
• Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

Research

• Review and discuss with the student the steps involved in a research activity. Think about which step(s) may be difficult for the student's specific functional limitations and jointly devise accommodations for that student.
• Use appropriate laboratory and field strategies.

Testing

• Avoid overly complicated language in exam questions and clearly separate items when spacing them on the exam sheet. (Refer to writing for students with hearing impairments in the reading section.)
• Consider other forms of testing (oral, hands-on demonstration, open-book etc.). Some students with learning disabilities find that large print helps their processing ability.
• Consider the use of illustrations by the students with learning disabilities as an acceptable form of response to questions in lieu of written responses.
• Eliminate distractions while students are taking exams.

• For students with perceptual problems, for whom transferring answers is especially difficult, avoid answer sheets, especially computer forms. Allow them to write answers (check or circle) on the test (or try to have them dictate their responses on a tape recorder.)
• For students who have reading difficulties, have a proctor read the test to the student.
• For students with writing difficulties, have someone scibe the answers for them or use a tape recorder to take down the answers.
• Gradually increase expectations as the students with learning disabilities gains confidence.
• Grant time extensions on exams and written assignments when there are significant demands on reading and writing skills.
• If distractions are excessive, permit the students with learning disabilities to take examinations in a separate quiet room with a proctor.
• Provide study questions for exams that demonstrate the format along with the content of the exam.
• Review with the student how to proofread assignments and tests.

• Do not test material just presented or outcomes just produced, since for the students with learning disabilities, additional time is generally required to assimilate new knowledge and concepts.
• Permit the students with learning disabilities the use of a dictionary, thesaurus, or a calculator during tests.
• Provide computer with spell check/grammar/ cut & paste features

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Modification 3: Dysgraphia

LD Online http://www.ldonline.org/article/5890

• Understanding-Understand the student's inconsistencies and performance variabilities.

• Print or cursive-Allow the student to use either form. Many dysgraphic students are more comfortable with manuscript printing.

• If getting started is a problem, encourage pre-organization strategies, such as use of graphic organizers.

• Computer-Encourage student to become comfortable using a word processor on a computer. Students can be taught as early as 1st grade to type sentences directly on the keyboard. In doing so, do not eliminate handwriting for the child: handwriting is still important but computer skills will be invaluable for longer and important tasks.

• For older students, encourage use of a speech recognition program combined with the word processor so the student can dictate his papers rather than type them. This increases speed and efficiency and allows the student to focus more completely on complex thoughts and ideas.

• Encourage consistent use of spell checker to decrease the overall demands of the writing task and encourage students to wait until the end to worry about spelling.

• Encourage use of an electronic resource such as the spell check component in a Franklin Language Master¨ to further decrease the demands. If student has concurrent reading problems, a Language Master¨ with a speaking component is most helpful because it will read/say the words. This author prefers the Language Master 6000 because of its large font size and speech clarity.

• Do not count off for poor spelling on first drafts, in-class assignments, or on tests. However, depending on age, student may be held responsible for spelling in final drafts completed at home.

• Have student proofread papers after a delay, using a checklist of the points to check. If students proofread immediately after writing, they may read what they intended rather than what was actually written.

• If necessary, shorten writing assignments.

• Allow extra time for writing activities.

• Note taking: Provide student with copy of completed notes (perhaps through a note taking buddy who can use carbon paper) to fill in missing parts of his own notes.

• Note taking: provide a partially completed outline so the student can fill in the details under major headings. As a variety, provide the details and have student fill in headings while listening.

• Allow student to tape record important assignments and/or take oral tests.

• Staging: have students complete tasks in logical steps or increments instead of all at once.

• Prioritization: stress or de-emphasize certain task components during a complex activity. For example, students can focus on using descriptive words in one assignment, and in another, focus on using compound sentences. Also, design assignments to be evaluated on specific parts of the writing process (prioritization).

• Remove neatness as a grading criteria, except on computer-generated papers.

• Reduce copying aspects of tasks, such as providing a math worksheet rather than requiring student to copy problems from the book. A copying buddy can be helpful in copying the problems using carbon paper.

• Have younger students use large graph paper for math calculation to keep columns and rows straight. Older student may use loose leaf paper turned sideways to help maintain straight columns.

• Allow and encourage use of abbreviations for in-class writing assignments (such as b/4 for "before" or b/c for "because"). Have the student keep a list of appropriate abbreviations in his note book and taped to his desk for easy reference. Begin with only a few and increase as the first few become automatic.

• Reinforce the positive aspects of student's efforts.

• Be patient.

• Encourage student to be patient with himself.

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