Where in the World is the Elephant?

by Dana Alderman, Rebecca Johnson, Pedro Merced

Introduction
Anchor Video
Concept Map
Project Calendar
Lesson Plans
Letter to Parents
Assessments
Resources
Modifications
Grant

Dyslexia, Emotional Disorder , Muscular Distrophy

Dyslexia

Here are a few modifications for students with dyslexia from The Tennessee Center for the Study and Treatment of Dyslexia: http://dyslexia.mtsu.edu/areasofinterest/teachers/modifications412.html .   Pacing:

  • Give extra time for classroom work and tests (__50% more time; __100% more time)
  • Eliminate or limit timed tasks to skills and knowledge the student has mastered Environment:
  • Use preferential seating (e.g., in the front, close to the teacher, or close to peer-tutor)
  • Have someone else read text material to the student (e.g., a teaching assistant or peer tutor in the classroom, a parent at home)
  • Have someone else (a scribe) write for the student, especially for moderate-to-large amounts of writing (e.g., student dictates to the helper or parent)
  • Have a classmate routinely share a copy of class notes
  • Allow use of a personal ?vocabulary? notebook, a dictionary, a speller?s dictionary, or a Franklin Speller
  • Allow use of a tape recorder to record lectures, discussions, homework, tests, reports, etc.

Presentation of Subject Matter

  • Simplify directions, making them more step-by-step in format
  • Number sentences in directions
  • Provide a box or line to the left of each direction or step, for check-off as completed
  • Highlight, bold or underline the verbs in directions (e.g., Add numbers; Circle the answer)
  • Pre-teach new, difficult vocabulary words or words essential to understanding the text

Assignments:

  • Provide both oral directions and written instructions for assignments, homework, tests, etc.
  • Accept tape-recorded, typed, or dictated responses to assignments
  • Allow oral reports or small-group presentations in lieu of written reports (if the student feels comfortable doing this)
  • Arrange special projects that allow the student to show abilities in ways that don?t rely on reading/writing (e.g., organization, creativity, leadership, artistic, verbal abilities)

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Emotional Disorder Strategies:

  • Develop consistent behavior expectations.    
  • Involve the student in setting academic and personal goals.    
  • Engage in role playing situations.    
  • Communicate with parents so that strategies are consistent at home and school.    
  • Set limits and boundaries.    
  • Apply established consequences immediately, fairly and consistently.    
  • Acknowledge and reinforce acceptable behavior.    
  • Avoid confrontation and power struggles.    
  • Provide a highly structured classroom environment.    
  • Clearly post rules and expectations.    
  • Establish a quiet cool off area.    
  • Provide and teach opportunities for the student to use self control/self monitoring techniques to control behavior.    
  • Teach self talk to relieve stress and anxiety.    
  • Teach and provide time for relaxation techniques.    
  • Establish cues as reminders for inappropriate behavior.    
  • Redirect to avoid situations that may increase anxiety levels.    
  • Remain calm and aware of your body language when addressing the student.    
  • Provide a positive and encouraging classroom environment.    
  • Use a study carrel.    
  • Use visually stimulating material for assignments/learning presentations.    
  • Use specialized technology and software.    
  • Develop and use behavior contracts.
  • Give frequent feedback.

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Muscular Distrophy

Teachers should be able to know the implications of Muscular Dystrophy and know how to meet the specific needs of the students' disorder in the school setting.  I think that teachers also need to preach to their students' with Muscular Dystrophy, "Quantity, not Quality" since their muscles get tired so quickly and they probably cannot complete several problems in a timed environment. 

  1. classroom modifications
    • physical/health monitoring of the student in case an accident occurs or something physically happens to the student
    • environmental arrangement (e.g. preferential seating near the front may be necessary with a large desk and space for a wheelchair)
  2. teaching modifications
    • assistive technology (student may find it easier to type on a laptop rather than write with a pen and pencil for so long)
    • modifying a test (e.g.have an aide present to help student bubble or write in answers)
    • specialized instructional strategies (e.g. teacher may not be able to use the same teaching strategies with all of his/her students and thus, may need to have a special set of instructions for students' with Muscular Dystrophy)
    • specialized expanded curriculum (e.g. student may not be feeling well that day and the teacher may need to work on expanding and possibly slowing down the curriculum for that student)
    • change the students' curriculum with parent support (I think that if a student is not understanding something or maybe is getting too far ahead, that the teacher should modify his/her curriculum for that student but should get parent support for it as well.  The parent will most likely know how his/her child will respond to that.)

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