Sherman ISDDepartment of Special Education

Quick Reference Guide forInstructional Accommodations

“A school system characterized by an unrelenting passion for excellence”

INTRODUCTION

The IEP committee will determine instructional accommodations and content modifications that are necessary for the student to succeed. Modifications must be based on assessment. Accommodations necessary for student success are included on the student’s IEP. Other accommodations may be done as a part of good teaching practice.

This reference guide has been designed as a resource for implementation of a special education student’s Instructional Accommodations according to his/her IEP. Strategies that may also result in Content Modification will be indicated by (*).

The Sherman Independent School District recognizes the need for a variety of instructional strategies and techniques in order to support successful experiences and outcomes for our students. The strategies contained herein may be used to promote learning for students possessing varied learning styles and educational needs. The teacher must always evaluate appropriate use of information based on the student’s age and curriculum content.

Instructional Accommodations indicate changes to how the content is:

1) Taught,2) Made accessible, and/or3) Assessed.

Accommodations do not change what the student is expected to master. The objectives of the course remain intact.

Instructional Accommodations may be provided through the following means:

Alter Assignments

Adapt Instruction

Adapt Materials

Manage Behavior

Provide Assistive Technology

Examples:

One-on-One instruction, small group instruction, multisensory approaches, extended time on projects, study guides, highlighted texts, programmed materials, preferential seating, immediate feedback, etc.

Braille, books on tape, screen readers, interpreter, word processor, etc.

Oral testing, untimed testing, extended time to complete assignments, shortened tests, draw a diagram, develop a model, perform the answer, etc.

Content Modifications indicate that what is being taught, the content, is modified. The student is expected to learn something different that the general education standard (e.g. TEKS).

Examples:

A locally developed course to substitute for a general education course (e.g., Life Skills courses, Functional Mathematics).

Selected TEKS instead of all of the TEKS for the grade level course.

Off-level instruction and performance expectations in a general education setting.

I. ALTER ASSIGNMENTS BY PROVIDING

A. REDUCED ASSIGNMENTS

When students have learning difficulties, it often takes them more time to complete student assignments. Reduced assignments still can provide the special needs student with the necessary practice required to learn an academic skill. By reducing assignments, the special needs student is able to complete his/her work in a reasonable time period without undue pressure and frustration.

1. Identify terminology, concepts and skills that are most important and require that these items be completed first. This can be done by starring (*) or using a highlighter to designate the items that need to be completed first. Bonus points can be given for additional items completed

2. For drill and practice assignments, reduce the number of questions or problems to be done at one time. Small assignments made more frequently provide the same amount of practice.

3. When students have difficulty with written language, shorten the assignment.

4. Have slower readers read modified, related, or condensed material/stories that cover the same content.

5. Cut a long worksheet into smaller sections and give the student one section at a time. When one section is completed, distribute the next section. Follow this procedure until all sections are complete. When assignments appear long or complex, many students have difficulty completing them.

6. Shorten assignments by eliminating a portion of the questions/problems. Examples: odds, evens, student choice.

7. Underline key words on handouts/assignments.

B. TAPED ASSIGNMENTS

Students with poor fine motor or written language skills need fewer pencil/paper tasks. They tend to do better if they are able to respond orally. With this accommodation, students are allowed to record the assignment on tape instead of writing the assignment on paper.

C. EXTRA TIME FOR COMPLETING ASSIGNMENTS

Frequently, special needs students require more time to complete work with accuracy. When special students feel rushed, they may turn in unfinished assignments or work that is quickly done with excessive errors. This accommodation allows the student additional time to complete assignments without penalty for being late.

1. Allow extra class time for guided practice. Provide independent drill and practice through homework assignments once the student understands skills/concepts.

2. Help the student develop a timeline for projects allowing him/her to start earlier or finish later if his/her writing and reading skills indicate that he/she needs more time than classmates.

3. Monitor the student’s efforts and progress on assignments often. Reward effort with more time when needed for the student to produce quality work.

4. Maintain realistic expectations of the student’s ability to complete assignments.

5. Give the class an enrichment activity to work on after assignment or test is finished so that the slower student is not ‘waited on.’

6. Have the student come in during advisory, study periods, or tutorial time to complete assignments.

7. Tests or lengthy assignments can be given over a two day period rather than one.

8. Grade sections of a project as each are completed. Sections can be returned to the student for revision or quality improvement.

9. If a student turns in an assignment that is of poor quality on the regular due date, grade what the student has done and ‘pencil’ the grade into your grade book. Then, send the assignment home with the student for ‘quality improvement’ and attach explanation or call parent. Give the student extra time to revise or complete the assignment. When returned, grade the work and enter the new score into the grade book.

D. OPPORTUNITY TO RESPOND ORALLY

With this accommodation, the student is allowed to dictate responses for an assignment to another student, volunteer or peer tutor, who writes the information for the student. Another variation includes the student responding orally to the teacher, who grades the content of the oral response. The student is not penalized for not having written the assignment; rather he/she is graded on his/her knowledge of the subject, not delivery of information.

E. REDUCE AMOUNT OF PRINT ON PAGE

ENLARGE PRINT AND INCREASE SPACING

1. Reduce the amount of words presented on one page.

2. Align questions with the specific pictures/graphs they refer to.

3. Use large (minimum 12 point), clear manuscript type.

4. Increase spacing of text on the page

5. Use lines to separate questions and/or break test into separate sections or boxes.

6. Consult teacher of Visually Impaired for enlarged texts and specialized materials/technology.

F. SIMPLIFY WORDING

1. Reduce the reading level of directions.

2. Use fewer words to explain directions.

G. PROVIDE WORD BANK

For “Fill in the Blank” questions, write answers in a box above each group of questions.

H. PROVIDE STUDY SHEETS

1. Allow students to receive copies of teacher notes

2. Provide an outline/organizer of main topics for the focus of study and have students follow along

and fill in the blanks

3. List steps in a numerical or step-by-step order

4. Ask students to create their own study questions after lectures, discussions, and reading

assignments

5. Teach students to recognize/identify signal words (oral/written), such as ‘most of all’, ‘a major

event’, ‘remember that’, etc.

6. Teach students to recognize/identify conclusion words, such as ‘therefore’, ‘consequently’, ‘in

addition’, etc.

7. Have students prepare vocabulary cards/files in each course for each unit of study.

I. *EMPHASIS ON MAJOR POINTS

Because many students are not able to learn all of the material presented in a class, the teacher should emphasize only the major points that he/she chooses for the student to know. With this accommodation, the teacher must:

1. Determine the basic information the student is to learn based on the student’s individual needs and abilities.

2. Provide notes, study guides, and worksheets containing the basic information from #1 above. A regular study guide could be marked or highlighted so that the student knows to study only the marked or highlighted material.

3. The revised test should include only the information or teacher highlighted material on the notes, study guides, or worksheets provided in #2 above. Use of exact wording is very important for students who do not generalize well.

J. TASK ANALYSIS OF ASSIGNMENTS

Many times, the student with a disability is not able to perform an entire assignment. In this accommodation, the overall assignment is divided into parts or sub-skills, and the student learns one or more part/skill at a time, receiving credit for success on a part/sub-skill rather than the entire assignment.

K. SPECIAL PROJECTS IN LIEU OF ASSIGNMENTS

This accommodation allows the student to have an alternative assignment covering the same or similar material.

1. Use computer programs for students who need reduced pencil and paper tasks.

Examples:

Allow a student to practice “flash cards” on a computer review rather than write the review on paper. Allow the student to create a computer project instead of pencil/paper tasks.

2. Allow the student to develop special projects or hands-on activities to demonstrate their knowledge on the topic studied rather than a written report.

Example: Instead of a written assignment on early settlers, the student with a disability could build a log cabin

from Popsicle sticks; make a poster, timeline or chart.

3. Give alternatives to book reports.

Example:Give an oral report or tape record it for the teacher to grade in private. If the student is good in art, he/she could draw some events from the story.

L. *GRADING BASED ON PARTICIPATION/SOCIAL SKILLS ACQUISITION

This accommodation allows for students who are working on the acquisition of developmental or social skills to receive credit for participating in activities in the general education classroom.

II. ADAPT INSTRUCTION BY PROVIDING

A. OPPORTUNITY TO LEAVE CLASS FOR ASSISTANCE

The accommodations in the IEP are designed to be carried out in the General Education classroom, with Content Mastery Center (CMC) as a support service. CMC teachers use techniques to increase student confidence, modify instruction to meet the student’s learning style, and suggest teaching strategies for specific learning needs.

The Special Education and General Education teachers should collaborate to determine appropriate means of support from the Content Mastery Center (CMC).

1. In order to maximize time and provide accurate information, the General Education teacher is to supply the CMC Teacher with answer keys and sources of information for all assignments.

2. Whenever practical, students should access CMC services available after direct instruction time. Assistance can best be provided to the student during independent practice time, testing, or when re-teaching is required.

3. CMC support available to the general education teachers can include any of the following:

a. Support services for students in the Content Mastery Centerb. Support services for students in the General Education Classroom, andc. Assistance in modifying materials, tests or suggesting strategies for the general education teacher

when working with students with disabilities.

B. SPECIALIZED CURRICULUM / CLASSROOM OBJECTIVES

The IEP committee may develop goals and objectives to be implemented in the general education classroom for students who have significant learning deficits. It is essential that these goals be monitored for each student. Any changes to the student’s IEP must be done through an IEP committee decision.

C. PRETEACH CONTENT VOCABULARY

Preview and discuss pictures in textbooks before material is read in class. Ask the student to tell you as much information as possible about the subject

Review boldfaced words with the student. Practice reading the new words. Define and discuss the vocabulary in the context of the story.

Copy materials, highlight important information. Color code the information. Example: Yellow – vocabulary words, blue – definitions, green – topic sentences, important facts, and test information.

D. OPPORTUNITY TO REPEAT AND EXPLAIN INSTRUCTIONS

With this accommodation, after directions are given to the entire class, the teacher walks over to the student’s desk and asks the student to repeat and/or explain directions back to the teacher to be sure the student understands what is expected of him/her.

E. OPPORTUNITY TO WRITE INSTRUCTIONS

Provide time for the student to write down the assignment including instructions at the beginning or end of class. Be sure to check to see that the instructions are complete.

F. ASSIGNMENT NOTEBOOKS

Students with learning difficulties often have poor organizational skills and study habits. They need concrete reminders to complete assignments on time. Assignment checklists provide the structure that they need.

Require students to keep daily records of assignments due and completed. Content Mastery teachers often require this of their students. Contact them if there are questions about the content or format.

1. Provide time at the beginning or end of class for students to write assignments.

2. Write assignments in a specific place on the chalkboard. Provide ample time for students to copy the

assignment.

3. Assignments should contain clear and specific written information with due dates.

4. Some students are motivated to complete and update daily assignment sheets if given extra credit.

5. Verbal reminders are important.

6. For long term assignments, ask students to develop timelines and check to see if they are on schedule.

7. Teach students to use a calendar effectively as an organization and study aid.

G. ALTERNATIVE MATERIALS/CURRICULUM

Because of the varied learning styles (auditory, visual, tactile/kinesthetic) within a classroom, it is imperative to have a variety of ways for students to express knowledge and very important to have varied ways to pass the knowledge on to them. Don’t just say it, say it, write it, draw it, and touch it. An even better method is to have the students draw their own pictures of the concept or information being taught. Computers and assistive technology should also be utilized. Instructions should be given in a variety of ways to address different learning styles.

1. Computer aids

2. Write a play

3. Teach a lesson

4. Make a collage or a chart

5. Collect pictures

6. Write a rap including key concepts

7. Plan an academic challenge game on terms

8. Keep a diary or journal

9. Make a calendar

10. Write letters

11. Make a pictorial representation of topic using charts, webs. graphs, etc.

12. Act it out

13. Have visual aids

14. Create a model

H. ESSAY QUESTIONS NOT GRADED/CREDIT FOR ORAL RESPONSES

Alternative assessment measures, including oral response may be implemented to compensate for a student’s lack of skill in written expression.

I. EXTRA TIME FOR ORAL RESPONSE

Let the student know ahead of time that he/she will be called on for an oral response. He/she may need extra time to organize his/her thoughts and formulate a response. Do not penalize student for repetitions, dysfluency or difficulties in “word finding” due to identified language or speech disorders. Extend wait time for responses. Student should not be “put on the spot”.

J. EXTRA TIME FOR WRITTEN RESPONSE

Some students have weak fine motor skills and require extra time for written response in situations such as:

1. Dictated spelling words. (Provide a modified test format, such as ‘circle the answers’)

2. Information from overhead or chalkboard. (Provide the student with a copy of overhead/chalkboard notes, teacher outline, etc.)

3. Dictated tests requiring written response.

4. A suggestion for helping students reduce amount of time needed for written response is to provide a list of “trigger” words or key items that may be needed.

5. Do not penalize the student for not finishing the work in allotted time. Instead, have them take them home to complete, access the Resource classroom or attend tutorials.

K. ADAPTED TESTS

CONTINUUM OF TEST ADAPTATION:

Least Modified to Greatest Modified

1. Student takes regular test in the same time frame and format as all students.

2. Student takes regular written test with extra time given.

3. Student takes regular written test with teacher assistance in reading words or paraphrasing questions.

4. Student listens to a pre-recorded tape of the test prepared by the classroom teacher while reading the test. He/She regulates the tape recorder to work at his own pace.

5. Someone reads the test to student, paraphrasing questions as needed. The answers are written by student or dictated to someone else.

6. Student takes a written test that is a shortened version of the regular test. Teacher can shorten the test or star (*)items or highlight key items. When the starred items are answered, the student then attempts other items. Some tests: number correct x 100 = % number attempted.

7. Student takes a short version of the regular test with test items limited to a few matching, multiple choice and/or true-false.

8. Student is allowed to take open book and/or open note exams. Key terms may be highlighted.

9. The teacher individually gives a short, oral exam to the student who responds orally.

L. FREQUENT AND IMMEDIATE FEEDBACK

Teacher or designated person should monitor student’s work frequently looking for written or verbal indication that the student is on task with understanding. Teacher or designated person provides feedback frequently to the student to allow for correction and improvement.

Teacher or designated person gives feedback to student immediately following participation, practice or test items to allow the student to correct or change procedure or method. Student should be provided grade information shortly after assignment or test is completed.

M. MATH PROBLEM-SOLVING READ ORALLY TO STUDENT

Math word problems are read orally to student, either by teacher, peer, or are available on tape.

N. NO/REDUCED PENALTY FOR SPELLING/GRAMMATICAL ERRORS

Work is graded for content only. Opportunity for self-correction with teacher or technology assistance may be provided.

O. *CONSIDER EFFORT/PARTICIPATION AS PART OF GRADE

Effort and participation may be included as part of grade for students who are working significantly below grade level or who are working on the acquisition of social or developmental skills.

P. MINIMAL AUDITORY DISTRACTIONS

The student’s immediate environment should be free from as many auditory distractions as feasible. This could be done by eliminating or lowering the sound level of the producers of auditory distractions or by using sound-blocking devices such as earphones (silent or with appropriate sounds or music).

Q. SUPPORT FOR GENERAL EDUCATION TEACHER

This accommodation enables the general education teacher to meet the needs of some students through the ongoing support of individuals such as interpreters, occupational therapists, physical therapists or counselors.

R. PEER TUTORING/PAIRED WORKING ARRANGEMENT

Some students learn better from their friends or a classmate. Students have a way of expressing information in a way that other students can easily understand. This method also allows students to practice reviewing the material with each other.

1. Have a student skilled in note taking sit near the student to encourage note taking

2. Place the student in a team/group with other students of varying ability

3. Allow some time for students to bond.

4. Have students check work together.

5. Have one student write test/study sheets for another student.

6. Assign each student in a group a participatory role

7. Train a select group of students to be peer tutors and teacher’s helpers.

S. OPPORTUNITY TO DICTATE THEMES, INFORMATION, ANSWERS ON TAPE

Consider using peer tutor, volunteers, or tape recorders.

T. DIRECTIONS GIVEN IN A VARIETY OF WAYS, SIMPLIFIED VOCABULARY

A clear understanding of directions is essential for student success. State the learning objective/directions in CONCISE, CLEAR, and SIMPLE terms.

1. Speak clearly and slowly

2. Have the student repeat directions

3. Use examples to demonstrate the procedure required

4. Allow a peer to restate the directions

5. Tape or record oral directions

6. Clarify any terms with which the student may have difficulty

7. Periodically request verbal feedback

8. Repeat directions to the student individually

9. When giving page numbers, write the number on the board

10. Have the student highlight/underline the directions

11. Use various colored chalk or markers to differentiate tasks

III. ADAPT MATERIALS BY PROVIDING

A. PEER TO READ MATERIALS

Poor readers often need another student to read materials covered in class to them. Examples include:

1. Establish peer assistants or a buddy who can read materials to the poor reader.

2. As part of instruction, ask good readers in the class to read important parts of the material to the class.

B. TAPE RECORDING OF REQUIRED READINGS

1. Check with the Resource teacher to determine which textbooks are taped and available.

2. Utilize community or parent volunteers to tape needed texts. Advanced students or fast workers can also be utilized to tape materials after they have completed their own assignments.

3. For students with visual or learning disabilities, ask special education personnel about how to order taped texts.

4. As students listen to taped text, the teacher should administer an information quiz or summary every few pages.

C. HIGHLIGHTED MATERIALS FOR EMPHASIS

The CMC classroom has some textbooks and materials available which have highlighted terms and key points. Check with the CMC teacher to see what materials are available for student use.

D. ALTERED FORMAT OF MATERIALS

In this modification, regular classroom materials are modified so that the student with a disability is able to glean needed information. The needed format is determined by the student’s needs. Also, refer to information under section I E, Emphasis on Major Points.

1. Poor readers may need to have a worksheet reworded or restated in easier terms for the reader to complete. In addition, poor readers may need separate materials which present the same information, but on a lower reading level.

2. Students with written expression or fine motor difficulties may need worksheets/study sheets with a fill in the blank format rather than having to write sentences or paragraphs. In addition, students with this type of disability may need to be provided with math sheets with problems already written rather than copying problems from an overhead projector or math book.

3. To reduce stimuli, present information in smaller segments by drawing lines to separate segments or increase the amount of space between segments.

E. STUDY AIDS/MANIPULATIVES

Many students with disabilities learn best by utilizing visual and tactile/kinesthetic (‘hands-on” materials. In this modification, the teacher provides material to be learned in ways such as:

1. Flash cards with term definitions or questions/answers constructed on plain or colored index cards.

2. Steps of a task or events in chronological order can be put on sentence strips and then be manipulated until the matter is learned ‘in order’.

3. Math manipulatives are available in a multitude of ways. They are used to teach fractions, decimals, probability and problem solving.

4. Computer games and software are available to assist in various content areas.

F. ESL MATERIALS

Contact ESL teachers regularly for needed materials and clarification.

G. LARGE PRINT MATERIALS / BRAILLE MATERIALS

These materials are supplied by the teacher of the Visually Impaired. Please be sure to modify according to the VI teacher directives and the student’s IEP. Security of materials and equipment used in the classroom is essential.

H. COLOR TRANSPARENCIES

Color transparencies assist students by modifying light infractions on paper.

I. NOTE TAKING ASSISTANCE

Students who have poor writing skills, hearing impairments or visual impairments need assistance taking study notes in class.

1. Provide a skeleton outline (advance organizer) that includes main ideas. Ask students to complete the supporting details.

2. Ask a reliable note-taker to provide a copy of his notes to the special needs student to supplement his notes

3. Allow time at the end of class for students to compare notes before note taking is completed.

4. Have students skilled in note taking sit near the special needs student. Encourage note sharing.

5. Allow time at the end of class for note reviewing:

6. Teacher Directed: Provide drill in finding subheadings to determine if students noted all main ideas. Show completed notes on the overhead.

7. Student Directed: Allow students time to correct notes, review concepts and/or read another student’s notes to check for note completion

8. Assist the special needs student by highlighting important sections of class notes.

9. Teacher provides student with copy of class notes prior to the lecture or at conclusion of lecture.

IV. MANAGE BEHAVIOR BY PROVIDING:

A. FOLLOW BEHAVIOR INTERVENTION PLAN

In order to help the student learn to control his/her own behavior, a Behavior Intervention Plan (BIP) may be developed by the IEP committee. The BIP outlines the target behaviors to be increased or decreased, as well as intervention strategies for improving student behavior. These include consequences for positive behavior as well as consequences to reduce misbehavior.

B. FREQUENT REMINDERS OF RULES

1. Some students need to be reminded frequently of the behavior that is expected of them in a learning

environment.

2. Post rules in the classroom and discuss them for clear understanding.

3. Periodically review rules and consequences.

4. Remind student of a rule as a prompt if behavior begins to deteriorate.

5. Have student sign a copy of rules agreement. Allow student to keep a copy of rules for personal

reference.

6. Refer student to District Behavior Handbook.

C. POSITIVE REINFORCEMENT

Research indicates that for students to master new information, positive reinforcement must be given frequently and immediately. Research also indicates that for low achievers to learn new information, they must experience success and positive reinforcement 90-95% of their learning time.

1. Find out what the student values.

2. Construct a list of privileges or class activities that students can earn with appropriate classroom behavior, accurate work, or time on task.

3. Provide positive special reinforcement in the class such as smiles, verbal praise, posting student of the week pictures, eye contact, and telephone contact to parent, pat on back, positive comments written on paper.

4. Find ways to say ‘very good’ and adjust praise to the age and level of the students. Whenever possible, be specific when praising.

5. When introducing a new lesson or concept, positively reinforce approximations toward the target and not just correct responses or mastery.

D. CHANGE TASK

Changing the student’s task may help if the student is becoming frustrated or if the student seems to be bored with the task. This should reduce the incidents of off task behaviors.

E. CLOSE SUPERVISION BY ADULTS

Paraprofessional or teacher escorts or shadows a student during transition or other difficult times.

F. FREQUENT EYE CONTACT/PROXIMITY CONTROL

Sometimes the physical closeness of an authority figure is all a student needs to keep control of himself. This can be accomplished by standing near the student while presenting information, or maintaining frequent eye contact. If you are not near the student, it is important to be aware of and respect a student’s individual space.

G. FREQUENT BREAKS

In order for some slow learners and low achievers to be successful, the teacher should balance time on task and ‘down time’ to help prevent frustration and maximize student’s attention. Changing activities frequently is also recommended. A particular student may be allowed to run an errand or perform some daily task as a break from his/her seat work. Planning is the key.

H. PRIVATE DISCUSSION REGARDING BEHAVIOR

Discussions about student behavior should be held quietly and calmly, in a private area, one-on-one with only the teacher and student. There may be some behaviors that will need to be addressed with an administrator or some other third party. Explain the rule that was broken, discussing choices made and possible alternatives. Give student an opportunity to tell you what he/she will do next time.

I. IN-CLASS TIME OUT

It often helps to allow a ‘cool down’ when the student is agitated or frustrated. Let the student know this is not a consequence but time in class to regroup and cool down. A designated area should be determined and time limits established from the beginning. The student and teacher should work out a signal to

communicate the need for an in-class time out. Following the allotted time, the student should return to work without further interruption.

J. OPPORTUNITY TO HELP TEACHER

This is one way to make the student feel valued and helpful, as well as a reward for good behavior or hard work. Activities could include running errands for the teacher, passing out work/papers, taking lunch count, helping with bulletin boards, cutting things out for teacher, collating and stapling papers, etc. Activities should be meaningful with appreciation expressed.

K. SEAT NEAR THE TEACHER

Seating a student near the teacher could mean near the teacher’s desk or near the front of the room where the teacher is most of the time. This will vary from class to class. There are several reasons to seat the student near the teacher, including: to improve hearing and seeing, to help ensure student’s attention to task, to reduce distractions, to ensure safety or to monitor health.

L. SUPERVISION DURING TRANSITION ACTIVITIES

Assigned personnel will provide visual or physical supervision of the student during specific transition activities. These activities may be on campus or off campus.

M. SUPERVISED ARRIVAL AND DEPARTURE TIME

An adult is present to accompany student to class at the beginning of the day and from class dismissal. This may require walking the student to the bus or to his waiting vehicle.

N. IMPLEMENT BEHAVIOR CONTRACT

In order to help the student learn to control his/her own behavior, a behavior contract may be written between the teacher, student, and appropriate staff. The contract should include target behaviors with rewards for compliance and negative consequences for failure to exhibit the desired behaviors. The rewards should be something the student wants and is willing to work for. Rewards and consequences are tied to the student’s behavior and choices. They are not a personal choice of the teacher. A contract seems to work more effectively when the student is involved in its development. Consistency is vital.

O. CLEARLY DEFINED LIMITS

1. Some students need the safety and assurance of clearly defined limits or rules. They require external structure to behave in ways that support learning.

2. Practice what the student should do when he/she is out of control.

3. Clearly define four to six rules the students are expected to follow.

4. Discuss and post class rules so that each student clearly understands what is expected. Review them periodically.

5. Specific positive consequences for following these rules and the continuum of negative consequences that will be carried out when rules are broken. Use if-then statements.

6. Be consistent with all consequences.

7. Implement individual behavior contracts for students who break rules frequently.

8. Involve parents. Make sure parents understand how students are expected to behave in school and encourage similar clarification of limits at home.

P. VERBAL REDIRECTION/REMINDER/WARNING

The adult gives an oral direction to the student immediately following inappropriate behavior. State what the misbehavior is and immediately pair it with what the student should be doing instead. (Ex: “John you are talking/interrupting while I am teaching. Please raise your hand if you have something to say.”)

V. FACILITATE LEARNING BY PROVIDING REQUIRED EQUIPMENT /ASSISTIVE TECHNOLOGY

REQUIRED EQUIPMENT / ASSISTIVE TECHNOLOGY DEVICES

Certain students have severe difficulty with the retention of facts. Today, technology will allow these students to function well as adults and bypass this specific learning disability. For some students, the IEP committee will recommend that adaptive devices be used in the classroom. Security of the equipment must be considered.

A. CALCULATORS

When recommended, allow the student to use a calculator and other devices (number lines and fact sheets) so that processes can be taught.

In subject areas requiring the application of math (science, vocational courses, etc.), allow the student to use a calculator.

Some students with severe speech problems require an electronic or manual communication device. Check with Resource teacher, or Speech therapist for further information.

The question is not whether a calculator should be used in the classroom, but how it should be used. A calculator can help the teacher do a better job of teaching basic mathematics. The calculator can also be valuable for students as a compensatory tool.

Suggested uses:

1. General:a. Student uses calculator to check answers.b. Let a team of students with one calculator check papers.c. As a motivation, if students do five problems on their own, then do five problems with the

calculator.

2. Counting and Numeration Skills:a. The nature of the counting process is made obvious by the machine. One can be added to each

number.b. A calculator makes it possible to start counting at any number. By two’s, three’s, ten’s, etc.

3. Computation Skills:

a. Many games can be designed to help students remember the basic computation facts. b. Give problems with real applications and allow students to develop their own methods of

solutions. The objective is the development of the method, not the method itself.c. Have students work problems, check answers with calculator, and find the errors in their own

work.

4. Measurement and Geometry:

a. Calculators can make measurement experiences more realistic as students compute perimeter, area, and volume.

b. In geometry, the calculator is an excellent device for helping the student try different methods for discovering a pattern and then extending that pattern.

5. Problem Solving:

a. Use to discover and expand science and social studies facts, such as dates, population, figures and other statistics.

b. The calculator makes it possible for students to work with both extremely large and small numbers and with data that would be very difficult for them with paper and pencil.

B. WORD PROCESSORS

Word processing software may be available in many general education and resource classrooms. This is an extremely important modification for lengthy assignments.

Please discuss with the Resource teacher if assistance is needed. Various word processing programs are available and should be considered, such as word prediction software, voice recognition software, etc.

C. AUGMENTATIVE COMMUNICATION DEVICE

For some students with a disability, special equipment is required in order for the student to benefit from general education, career and technology, and special education. Equipment is individualized to meet student needs, and special education related service personnel are available for assistance as needed. Communication devices, electronic or manual, may be specified for students who cannot speak clearly. Contact speech therapists or special education teachers for additional information.

D. NOTE TAKER / NOTE TAKING PAPER

Students with deficient fine motor coordination, poor written expression skills, and/or hearing or visual impairments need special modifications. Carbonless paper can be used to duplicate notes or notes may be photocopied to share with the student.

E. INTERPRETER FOR THE DEAF

1. Students who are profoundly deaf may require the assistance of a sign language interpreter in order to benefit from instruction.

2. Obtain the complete guide on utilizing a sign language interpreter from the student’s Regional Day School Program for the Deaf support personnel.

3. If assessment indicates the need for a decoder for TV or films, consult with support personnel on your campus for assistance.

4. Consult with the interpreter assigned to your class and the Deaf Education teachers.

5. Determine where the students and interpreter will be seated/located for the various types of instruction provided.

6. Clarify the responsibilities of the teacher, interpreter, and the student.

7. Ensure that the student understands the roles of the teacher and the interpreter.

F. DECODERS FOR TV AND FILM

Assessment may indicate the need for decoder for TV and films. Consult with campus or district technology support personnel or assistive technology specialist for assistance.

G. ACCESS TO EQUIPMENT

Equipment on campus is located in a specific area. Please do not deny access. Contact special education personnel on your campus for assistance.

H. USE OF HIGHLIGHTER

Highlighters are often available to students in the classroom as good teaching practice. However, if the IEP Committee has determined that this is a necessary modification for the student, he/she must use the highlighter in regular classroom practice.