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Modification 1,
Modification 2
Modification 1 – Hearing
Impairment
General Courtesy
(Note:
all of these strategies will work on some of the students—some
strategies will not. The degree of impairment and the background
training of the student will affect the usefulness of the various
strategies).
* Since facial expressions, gestures, and other body
language will help convey your message:
* Get the attention of a student with a hearing impairment before
speaking and communicating and always face the student.
* If not facing a student with a hearing impairment, gently touch a
student on the shoulder or on the arm to indicate that you want to talk
to him/her.
* Do not be alarmed if the student does not understand and you cannot
understand him/her. Generally, you will become accustomed to each other
in time.
* When communicating, always face the student with a hearing impairment.
* Facial expressions, gestures, and other body language will help
convey your message.
* For reinforcement repeat new vocabulary in different contexts.
* Sequence topics so that new material is related to that previously
learned.
* The use of visual aids is most helpful since vision is the student's
primary means of receiving information.
* Use written announcements (assignments, due dates, exam dates,
changes in the class schedule, special event dates, etc.).
* If ambiguities or difficulties arise in the home concerning
assignments or
lessons, have the parents make a note of these difficulties. Follow-up
in written detail.
* Provide an outline in advance of the lesson/activity to give to the
student in advance, also list your expectations.
* Write all homework assignments, class instructions, and procedural
changes on the chalkboard.
* Use captioned films, videos, and laser disks.
* Use interpreter where needed (see general strategies).
* Avoid seating the student in heavy traffic areas.
* Do not touch or pet a hearing dog. These animals are working animals
and it may be hazardous for the hearing impaired student if the dog is
distracted.
* Avoid vibrations and excessive noise.
* Make chalkboard notes legible.
* Do not talk while writing on chalkboard.
* Eliminate background noises. Sounds taken for granted and normally
ignored by hearing individuals, are amplified by a hearing aid and
interfere with the communication of the person who is hard of hearing.
* Establish, with the student, a procedure in case of an emergency. For
example, agree that for a fire drill (or fire) the teacher will write
on board "Fire drill FIRE--go out backdoor." (Also, if you have a
signing student, learn the signs for emergency, fire, go, etc.)
* Get the attention of a person with a hearing impairment before
speaking.
* If necessary, use written notes to communicate.
* Supplement audible alarm systems with simple visual alarms such as
flashing lights.
* When teaching a student with a hearing impairment, ask where he/she
would like to sit, in order to communicate in an optimal manner.
General Strategies
* 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.
* Obtain feedback from your hearing impaired students
at every opportunity as an indicator of the student's level of
understanding.
* If the student lip-reads:
o Have students sit closer to the lecturer.
o Look directly at the student.
o Speak slowly, naturally, and clearly.
o Slowing down slightly may help.
o Do not exaggerate your lip movements or shout.
o If you have a mustache, keep it well trimmed.
* If the student uses an interpreter:
o Speak directly to the student rather than to the interpreter.
o Signing may be distracting at first, but you and the other students
will soon become accustomed to the interpreter's presence.
o Give the student and the interpreter outlines of the lecture or
written material, in advance, so that they can become familiar with new
technical vocabulary.
o Interpreters should not give their opinion of a student's progress as
this can violate the student's rights.
o Provide scripts of video and laser media when possible for both the
interpreter and the student with a hearing disability (with or without
captioning).
o The interpreter is not to answer lesson related questions from the
student with a hearing impairment. The student should direct all lesson
related questions to the instructor.
o The interpreter should stand closer to the section of the chalkboard
that is being used by the instructor, thereby allowing the student to
simultaneously see both the signs and the writing on the board.
* When writing materials for hearing impaired students:
o Break up long sentences.
o Reduce difficult vocabulary load.
o Reduce concept density.
o When using a pronoun be sure that the
antecedent is very clear.
o Do not omit words such as: "that" where such words will clarify a
sentence connection.
o Stay with simple coordinating conjunctions (e.g., but, so, for, and)
and avoid less common transitional words (e.g., however, as a
consequence, nevertheless, although).
o Keep cause-and-effect expressions in a very simple in form.
o Keep conditional expressions which influence the meaning of a
statement to a minimum (such as; if, when, assuming that, suppose,
provided that, etc.).
o If there is no other way to avoid using a difficult word, include a
brief explanation in parentheses, however keep parenthetical
explanations to a minimum.
o If an important basic or technical word is to be taught:
o Make meaning and application absolutely clear.
o Use context as a memory aid.
o For a new term, repeat the word numerous times in a variety of
contexts.
* Certain language forms are generally to be AVOIDED:
o Passive voice verbs.
o Negative forms of verbs and other expressions of negation.
o Too many modifying forms, such as prepositional phrases, relative
clauses. (If a relative clause must be used, the relative pronoun [who,
which, that, where, etc.] should be next to the word to which it
refers).
o Stylistic embellishments, such as rhetorical inversions.
o Colloquial and idiomatic expressions.
o Cut wordiness while retaining simple English.
o Avoid the use of idioms.
* Avoid standing in front of windows or light sources that may
silhouette the instructor and hinder visual cues.
* Begin explanations with concrete examples, working from the concrete
to the abstract.
* Present only one source of visual information at a time.
* Erase the chalkboard except for the items being discussed to reduce
"visual pollution."
* Engage the attention of the student with a hearing impairment before
communicating with the class.
* If possible, face the light source and keep your hands away from your
face when speaking.
* Use an FM audio trainer for hard-of-hearing students.
* If a lip reader, refer to General Strategies.
* Use captioned films/videos/laser disks, whenever possible.
* If the student with a hearing impairment does not understand, try
repeating. If the student still does not understand, rephrase a thought
or use a different word order.
* Repeat the questions other students in the class asked so that
students with hearing impairments know what you are refering to.
* Maximize the use of visual media.
* It is crucial that students with hearing impairments have good note
takers. It is impossible to simultaneously lip-read and take notes, or
to watch/read an interpreter and take notes.
* Carbonless note taking paper can be used. The paid or volunteer note
taker needs to take legible notes and then give the student with a
hearing impairment the original (or a copy).
* Obtain feedback from your student at every opportunity as an
indicator of the student's level of understanding.
* For reinforcement repeat new vocabulary in different contexts.
* Sequence topics so that new material is related to that previously
learned.
* The use of visual aids is most helpful since vision is the student's
primary means of receiving information.
* Use written announcements (assignments, due dates, exam dates,
changes in the class schedule, special event dates, etc.).
* If ambiguities or difficulties arise in the home concerning
assignments or lessons, have the parents make a note of these
difficulties. Follow-up in written detail.
* Provide an outline in advance of the lesson/activity to give to the
student in advance, also list your expectations.
* Write all homework assignments, class instructions, and procedural
changes on the chalkboard.
* Use captioned films, videos, and laser disks.
* Use interpreter where needed (see general strategies).
* Avoid seating the student in heavy traffic areas.
* Reduce excessive noise as much as possible to facilitate
communication.
Group Interaction
and Discussion
* Be quite clear as to which topic is being discussed.
* Expect and encourage the student to participate in class by answering
questions, giving reports, and volunteering for other verbal activities.
* Clearly identify who is speaking or asking a question (pointing is
OK).
* In group or team settings, develop procedures so the student who is
hearing impaired can express his/her communication needs to others.
* In group situations or discussions which include a student who is
speech reading (lip reading) it is very helpful to have students sit in
a horseshoe or circle for better inclusion of students with hearing
impairments.
* Repetitions or summaries of the most relevant classroom questions,
responses, and discussions are helpful to the student with a hearing
impairment.
* Show special awareness. Call the person who has a hearing impairment
by name to initiate communication, (or a nod or a hand gesture is
acceptable).
* You may need to get the student's attention by tapping him/her gently
on the shoulder, arm, or waving your hand or using a similar visual
signal.
* A circle is the best seating arrangement for a hearing impaired
student. Seat the student with his/her "better" ear towards the class.
Field Experiences
* Adapt as many activities as possible to a visual mode.
* Consider alternate activities/exercises that can be utilized with
less difficulty for the student, but has the same or similar learning
objectives.
* Whenever possible, allow for direct access to and manipulation of
materials.
* Use flash cards for clarity in field exercises.
* Use an Interpreter.
Research
* Review and discuss with the student the steps involved in a research
activity. Think about which step(s) may be difficult for the specific
functional limitations of the student and jointly devise accommodations
for that student.
* Use appropriate lab and field strategies.
Testing
* Refer to the writing section of the general strategies prior to
writing test questions.
* After tests or quizzes, give answers by using the overhead projector
or give answers in writing.
* Avoid overly complicated language in exam questions and clearly
separate items when spacing them on the exam sheet. (See last part of
Reading section above on writing for students with hearing impairments.)
* Avoid the use of abbreviations or idioms, except for standard ones.
* Due to difficulty with vocabulary, students may require extra time.
* Interpreters may be asked to interpret a test. Because of the complex
language involved, an interpreter can often rephrase a question so that
a student is able to better understand the intent of the question.
* Interpreters should not be used as proctors for tests.
* Supplement oral or signed explanations with written material.
* Use short sentences because they are easier and quicker to comprehend
than longer sentences.
* Keep the test reading materials at appropriate reading levels.
* Provide small group setting with preferential seating, auditory
amplification, and screens to block out distraction, allowing students
to hear more clearly.
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Modification 2 – Attention
Deficit Disorder
* 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.
* 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:
o Monitor proper behavior frequently and immediately direct the student
to an appropriate behavior.
o Enforce classroom rules consistently.
o Avoid ridicule and criticism. Remember that students with AD/HD have
difficulty staying in control.
* Providing Encouragement:
o Reward more than punish.
o Immediately praise any and all good behavior and performance.
o Change rewards if they are not effective in motivating behavioral
change.
o Find alternate ways
to encourage the AD/HD students.
o 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."
Teacher Presentation
* 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.
Laboratory
* 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.
* Consider alternative activities/exercises that can be utilized with
less difficulty for the student, but has the same or similar learning
objectives.
* 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.
* AD/HD students may need both verbal and visual directions. You can do
this by providing the student with a visual model and a verbal
description of what he/she should be doing.
* You can give an AD/HD student confidence by starting each lab
assignment with a few questions or activities you know the student can
successfully accomplish.
* 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.
* Make sure all students comprehend the instructions before beginning
their tasks (the AD/HD student will probably need extra assistance).
* Simplify complex directions. Avoid multiple commands.
* Repeat instructions in a calm, positive manner.
* Help the students feel comfortable with seeking assistance (most
students with AD/HD will not ask for help).
* Assign only one task at a time.
* Modify assignments as needed for the AD/HD student.
* Keep in mind that students with AD/HD are easily frustrated and they
need assurance of things that are common in science, e.g., when an
experiment does not turn out as expected. Stress, pressure, and fatigue
can help reduce their self-control and can lead to poor behavior.
Group Interaction and Discussion
* Help the students feel comfortable in seeking assistance (most
students with AD/HD will not ask for help, especially in a group
activity).
* Gradually integrate the AD/HD student into the interactive system
Reading
* Provide additional reading time.
* Use "previewing" strategies by being aware of the following reading
problems:
1. Reversals when reading (i.e., "was" for "saw", "on" for "no", etc.)
2. Reversals when writing (b for d, p for q, etc.)
3. Transposition of letters and numbers (12 for 21, etc.)
4. Loss of place when reading, line to line and word to word.
* Shorten the amount of required reading.
* Avoid oral reading *.
* For all assignments, clearly identify expectations in writing.
* Make required book lists available prior to the first day of class to
allow students to begin their reading early or to have texts put on
tape*.
* Encourage the use of books-on-tape* to support students reading
assignments.
* Provide students with chapter outlines, or handouts, that highlight
key points in their readings.
* Read aloud material written on the chalkboard or that is presented in
handouts or transparencies.
* Provide the student with published book summaries, synopses, or
digests of major reading assignments to review beforehand, and also
downloads for Cliff notes are available for computer use (and for
transformation to tape output)*.
*Although
seemingly contradictory, it really means that some individuals find one
or the other more helpful.
Research
* Review and discuss with the student the steps involved in a research
activity. Think about which step(s) may be difficult for the specific
functional limitations of the student and with the student devise
accommodations for that student.
* Consider alternative activities/exercises that can be utilized with
less difficulty for the student, but has the same or similar learning
objectives.
* Monitor the AD/HD students closely on field trips.
* Help the students feel comfortable with seeking assistance
(most students
with ADD will not ask for help).
* Give extra time for certain tasks. Students with AD/HD may work
slowly.
* Use appropriate laboratory and field strategies.
Testing
* Make sure you are testing knowledge and not attention span.
* Give extra time and frequent breaks for certain of the examination
tasks (e.g., math related). Students with AD/HD may work slowly.
* Keep in mind that students with AD/HD are easily frustrated. Stress,
pressure, and fatigue can result in reduction of self-control and lead
to poor behavior.
* Use especially some of the general strategies related to stress,
i.e., management (see first part of General Strategies).
* Testing
accommodations such as: (1) Use of a highlighter; (2) computer
with/without spell check/grammar/cut & paste features; and (3)
suitable setting such as private room and preferential seating.
Source:
http://www.as.wvu.edu/~scidis/add.html#sect1
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