In This Issue:

How To Work with the Child with Learning Disabilities in the Classroom

&

How To Determine Strategies for Adapting Tests and Quizzes

The teacher should be aware that not all techniques will work with all students, but try as many of them as possible. These techniques should create a better learning environment for children with learning disabilities.

How to make adjustments in the type, difficulty, amount and sequence of materials

1. Give shorter but more frequent assignments.

2. Shorten the length of the assignments to insure a sense of success.

3. Copy chapters of textbooks so that the child can use a highlighter pen to underline important facts.

4. Make sure that the child’s desk is free from all unnecessary materials.

5. Correct the student’s work as soon as possible to allow for immediate gratification and feedback.

6. Allow the student several alternatives in both obtaining and reporting information–tapes, interviews and so on.

7. Break assignments down to smaller units. Allow the child to do 5 problems at time, or 5 sentences, so that they can feel success, receive immediate feedback if they are doing the assignment incorrectly and direct their energy to more manageable tasks.

8. Hold frequent, even if short conferences with the child to allow for questions, sources of confusion, sense of connection and avoidance of isolation which often occurs if the work is too difficult.

How to adjust space, work time and grouping

1. Permit the child to work in a quiet corner, a study carrel when requested or necessary. This should not be all the time since isolation may have negative consequences. This technique depends on the specific learning style of the child who may be less distracted by working under these conditions.

2. At first the teacher may want to place the child closer to her/him for more immediate feedback.

3. Try to separate him/her from students who may be distracting.

4. Alternate quiet and active time to maintain levels of interest and motivation.

5. Make up a work contract with specific times and assignments so that the child has a structured idea of his/her responsibilities.

6. Keep work periods short and gradually lengthen them as the student begins to cope.

7. Try to match the student with a peer helper to help with understanding assignments, reading important directions, drilling him/her orally , summarizing important textbook passages and working on long range assignments.

Consider adjusting presentation and evaluation modes

Some students learn better by seeing (visual learners), some by listening (auditory learners), some by feeling (tactile learners) and some by a combination of approaches. Adjustments should be made by the teacher to determine the best functional system of learning for the children with learning disabilities. This will vary from child to child and is usually included in the child’s evaluation.

If the child is primarily an auditory learner, offer adjustments in the mode of presentation by use of the following techniques:

1. Give verbal as well as written directions to assignments.

2. Place assignment directions on tape so that students can replay them when they need.

3. Give students oral rather than written tests.

4. Have students drill on important information using tape recorder, reciting information into the recorder and playing it back.

5. Have students drill aloud to themselves or to other students.

6. Have children close their eyes to try and hear words or information.

If the child is primarily a visual learner, offer adjustment in the mode of presentation by:

1. Have students use flash cards printed in bold bright colors.

2. Let students close their eyes and try to visualize words or information in their heads, see things in their minds.

3. Provide visual clues on chalkboard for all verbal directions.

4. Encourage students to write down notes and memos to themselves concerning important words, concepts, and ideas.

To top

A-Preparing for Tests and Quizzes

Teach students strategies to prepare for a test or quiz
Teach students what to look for in test questions; how to read a test
Use a variety of formats to thoroughly review for several days before tests or quizzes including quiz bowls, small group review, question and answer periods and study buddies.
Provide students with examples of test content and format.
Provide study guides in advance of the test.
Provide review time during or outside of the class, emphasizing key points to study.

B-Writing Tests or Quizzes

Write clear, concise directions.
Vary the test format (e.g., written, oral, short answer, essay, multiple choice, matching, yes/no, demonstration testing, open book/notes, take home, cooperative group testing).
Underline or highlight important words in the test directions or on test items.
Give more objective than subjective items.
Increase allowable time for test completion.
Review orally to ensure comprehension of essay questions.
Give shorter tests, covering less information, more frequently.
Avoid penalizing for grammar, handwriting, or spelling.
Reduce the test items by starring those that are the most important concepts.
Give the same test to all students, but score some students on the priority items only, giving extra credit for any additional questions answered correctly.

C-Administering and Scoring Tests and Quizzes

Provide students with the opportunity to have tests read orally.
Read test instructions aloud to any student who would prefer them read aloud.
Allow students to take the test in the classroom during the scheduled time, then give opportunities to have it read to them orally and average the two scores.
Tape record tests, using assistants, tutors, parent volunteers and others.
Allow students to tape record answers.
Allow students to use charts, calculators, or manipulatives that they have used on assignments for the exam.
Create a modified grading scale or consider a pass/fail, satisfactory/ unsatisfactory grade on the test.
Grade student effort and individual ability in addition to test scores.
Allow students to retake the test and give credit for improvement.
Provide feedback to students via teacher/student conferences.
Encourage students to chart their progress.
Take time to review corrected tests and allow students to make corrections on their test or a clean copy of the test.
Provide partial credit for various correct steps in a problem-solving process.
Correct tests immediately and re-teach in skill groups.
Give students opportunity to critique their own work based on your criteria before they hand it in.
Allow students to grade their own tests immediately upon completion in a designated area; the teacher does the final scoring.
Allow students to take the test in small groups; students may use a group answer or their own.

D -Providing Alternatives to Tests and Quizzes

Provide a menu of options for students to demonstrate knowledge other than or in addition to tests:

Design collages, posters, timelines of events, story boards
Conduct interviews of individuals who have something to say about the unit of study
Find a guest speaker
Develop and conduct a survey
Create maps, graphs, diagrams
Design and play simulation game activities
Write and perform skits
Provide a packet of activities that students complete throughout the unit
Keep a journal
Participate in discussions
Point to a picture cue system for test/quiz responses
Allow students to design their own project/demonstration
Provide information on the standard report card indicating adaptations have been made.
Vary the grading system; grade on items other than the tests (e.g., homework, special projects).
Offer extra credit activities throughout the grading period.
Use a grading contract, detailing the basis for grades.
In secondary programs, consider an audit system to allow students to take classes that provide knowledge but do not result in a credit or grade.

E- Allow test partners

Offer it as a student option

Each student has his own set of notes and his own copy of the test
Student partners are allowed to read and discuss questions, then each student writes her own answer
Each student has her own test so that if there is disagreement each can write her own answer
Both partners must be present on the day of the test or the test is taken alone

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