Providing Parents with a Variety Of Techniques That Special Education Teachers Use To Accommodate Children With Special Needs In The Classroom

Introduction

There will be times when parents should know the variety of techniques special education teachers use to accommodate children with special needs in the classroom. Providing parents with this information assures them of the effort teachers make every day to help children with special needs learn. This PTCH provide parents with the list of options available to teachers every day that will enhance a child’s ability to learn.

Adapting the Classroom Environment

When positioning the student in the classroom consider the following:

_____seat at front/back of room. 
_____seat away from noises (e.g., lights, street, hall, computers). 
_____use carrel/screens. 
_____seat with back to window. 
_____locate student near teacher. 
_____change lighting (light on desk, back to window).

Depending on the student’s needs, options for seating at the desk might include:

_____a wheelchair accessible desk, 
_____lap top desk, 
_____lip on side of desk, 
_____flip-up-top desk, 
_____tilt-top desk, 
_____use large table instead of desk, 
_____stand at desk rather than sit, 
_____use box to support feet.

General organization options include:

_____a “Lazy Susan” to organize the desk
_____drawers beside desk 
_____bookends/bookholders to hold books on the desk, 
_____soup cans for pencils or tie a pencil to the desk
_____attach a pencil to the student with an extension key ring
_____attach assignment list to the desk 
_____place a timetable on the desk, possibly in a book 
_____reduce excess materials on the desk
_____color code class or work folders

Adapting Curriculum Presentation

Pre-organizing

_____Highlight key points in the textbook. Student reads just these points. 
_____Have the student arrive 10 minutes early to go over the day plan. 
_____Provide support to preview materials before     the lesson. 
_____Give a structured overview at the beginning of the lesson. 
_____Prepare summary of important information with blanks for the student to fill in while  listening. 
_____Photocopy information ahead of time.

Giving Instructions

_____Repeat and simplify instructions. 
_____Have a peer repeat the instructions. 
_____Write oral instructions down and always keep in one place. 
_____Ask the student to repeat directions to strengthen understanding. 
_____Complete the first example with the student. . 
_____Tape record instructions to be available as needed.

Other Suggestions

_____Adapt your pace. 
_____Use both auditory and visual presentation. 
_____Use hand signals or signs to augment oral information. 
_____Stand close to the student. 
_____Speak clearly, loudly or quietly depending on the effectiveness for the student. 
_____Change tone of voice to cue student and sustain attention. 
_____Break information into steps and monitor comprehension at small stages. 
_____Use concrete examples. 
_____Videotape lesson for later review. 
_____Use multi-sensory examples 
_____Use different color chalk/pens for emphasis or coding. 
_____Use overhead projector and keep each overhead for later review. 
_____Involve student in the presentation   (e.g., concept mapping, brainstorming). 
_____Allow extra time to complete tasks and tests.

Adapting Page Set-Up and Devices Used in the Curriculum-Checklist

Adapted page set-Up

_____Line indicators 
_____Sections on paper (draw lines, fold) 
_____Different types of paper (e.g., graph, paper with mid-lines, raised line paper) 
_____Provide more white space to put answers 
_____Highlight or color code (directions, key words, topic sentences) 
_____Cover parts of worksheets 
_____Put less information on a page 
_____Use high contrast colors

Adapted devices

_____Chalk holders 
_____Adapted scissors 
_____Built-up pencils, pencil grips 
_____Bingo marker 
_____Highlighters 
_____Erasable pens 
_____Number line, alphabet line affixed to desk 
_____Date stamp, number stamps 
_____Stencils 
_____No carbon required paper (NCR) 
_____Spell checker (electronic) 
_____Word processing on computer

Adapting Evaluation Strategies in the Curriculum-Checklist

Keep evaluation strategies simple

_____Evaluate on IEP progress 
_____Set small goals 
_____Keep work samples-portfolio assessment 
_____Do spot checks

Vary strategies

_____Set up self-evaluation (What have you learned?) 
_____Observe demonstrated knowledge-tests 
_____Use video 
_____Use individualized criteria 
_____Set up peer-evaluation 
_____Use objective observer

Tests

_____Use a scribe 
_____Conduct an oral test 
_____Read test questions 
_____Permit the use of calculators 
_____Use picture drawing 
_____Use take-home test 
_____Permit open-book test 
_____Use concept maps, webbing 
_____Remove time limit 
_____Provide more space to record 
_____Conduct test in a quiet room 
_____Enlarge print

Adapt presentations

• Provide students with advance organizers of key scientific concepts.
• Demonstrate or model new concepts.

Adapt the pace of activities

• Allow the student more time to complete assignments
• Provide shorter but more frequent assignments

Alternate mode for materials

• Dictate to a scribe
• Tape record
• Draw pictures
• Cut pictures from magazines
• Build models
• Use the computer
• Enlarge/shrink materials
• Use overlays/acetate on text pages
• Cut and paste
• Use manipulatives
• Use a calculator

Adapt materials

• Use large print activity sheets.
• Use overlays on text pages to reduce the quantity of print that is visible.
• Highlight key points on the activity sheet.
• Line indicators
• Sections on paper (draw lines, fold)
• Different types of paper (e.g., graph, paper with mid-lines, raised line paper)
• Provide more white space to put answers
• Highlight or color code (directions, key words, topic sentences)
• Cover parts of worksheets
• Put less information on a page
• Use high contrast colors

Adapt assistance

• Use peers or volunteers to assist students with special needs.
• Use students with special needs to assist younger students in learning science.
• Use teacher assistants to work with small groups of students, as well as with an identified student with special needs.
• Use consultants and support teachers for problem solving and to assist in developing strategies for science instruction.

Adapt assessment

• Allow various ways for students to demonstrate their understanding of scientific concepts such as performing experiments, creating displays and models, and tape recording observations.
• Adapt assessment tools such as paper and pencil tests to include options such as oral tests, open-book tests, and tests with no time limit.
• Keep work samples on NCR paper.
• Use computer programs that provide opportunities for scientific practice and recording results.
• Provide opportunities for extension and practice
• Require small amounts of work to be completed at a given time.
• Simplify the way questions are worded to match the students’ level of understanding.

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