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Education
Toolbox
Intellectual Disability (mild cognitive impairment)
• Use short and simple sentences to ensure understanding.
• Provide frequent opportunities for students to learn and socialize with typically
developing peers.
• Preview the title, pictures, chapter names, and bold-faced words in order to
make a prediction.
• Pre-teach key vocabulary for a particular unit or chapter before introducing the
text.
• Provide multisensory experiences for students related to each book that they
read, such as using stories and coloring pages (available with a story teller
guide).
Specific Learning Disability: Dyslexia
• Explicitly teach “how to use” the table of contents, glossary, index, headings,
sidebars, charts, captions, and review questions in a text book.
• Provide a set of textbooks for the student to take home and to highlight.
• Assign class readings a week ahead of time for students to preview. This will
improve attention and comprehension.
• Give the student a choice of what to read within selected genres, topics, and
themes. High interest reading facilitates comprehension and reading for
pleasure.
ADD/ADHD
• Teach Difficult Material Earlier in the Day
• Timers
• Ignore Behavior
• Direct Instruction
• Peer Tutoring
• Auditory Cues
Emotional Behavior Disorders
• Post a general class schedule that indicates what students should be expected to
do as they enter your classroom, when homework is collected, etc.
• Before your students enter class, write on the board what will happen during
that specific class period and how long each activity will take.
• Develop and maintain an active schedule with evenly intermixed direction
instruction, individual seatwork, and cooperative learning activities.
• To prevent student frustration, intersperse more challenging, acquisition-
oriented learning activities with review / maintenance-enhancing activities.
• Explicitly and frequently teach social rules and skills.
• Model appropriate responses to social situations.
• Engage student in role-play opportunities to practice appropriate responses.
Emotional Behavior Disorders
• Arrange observation and data collection system to monitor student’s behavior
across all school contexts.
• Use data to inform decision-making.
• Regularly communicate with family members and teachers to ensure consistent
response to student’s behavior.
• Model tolerance and acceptance.
• Provide opportunities for the student to assume responsibilities, such as
distributing papers.
• Teach other students to ignore inappropriate attention-seeking behaviors.
• Have other students (who demonstrate appropriate behavior) serve as peer
tutors.
Autism
• Ensure that the student has a way to appropriately express their wants and
needs.
• Ensure that the student has access to their (portable) communication system
across all contexts, all of the time.
• Recognize that the target for anger may not be linked to the source of that anger.
Autism
• Be aware that student may feel very uncomfortable with eye contact.
• Work to expand the student’s reinforcer and leisure activities repertoire; work
to increase social reinforcers and activities.
• Reinforce desirable behaviors that serve as alternatives to inappropriate
behaviors (teaching the student what to do rather than what not to do).
• Provide clear structure and a set daily routine.
• Ensure that the student knows the day's schedule at the start of each day and
can reference schedule throughout day.
• Vary the activities within the daily schedule so that the student does not become
inflexible about the sequence of the schedule or routine itself.
• Provide warning of any change of routine, or switch of activity. Present this
warning visually.
Communication Disorder
• Repeat or rephrase key information
• Speak clearly
• Assistive device
Blindness/Low Vision
• Provide copies of written texts and handouts in large print or Braille
• Use other media sources for delivering information(audio cassette, voice file)
• Use FM system (microphone that a teacher wears for students with some
hearing) and Sound Field system.
• Don't turn away when talking. Face the child so he/she can maximize on the
information received.
• Allow additional time for the student to process information, especially if the
information is new.
• Reduce background noise (tennis balls on chair legs, close classroom doors,
etc.).
Severe Disabilities
• Pair oral with visual instructions.
• Repeat information/instructions and ask the student to repeat them back and
explain.
• Chunk information/instructions.
• Use checklists and an agenda (including a personalized one, that differs from
peers).
• Use preferential seating to avoid distractions.
• Use a visual and auditory signal to get attention before speaking.
• Post rules, consequences and a schedule.
Severe Disabilities
• Reward efforts in organization, work completion and prioritization by
specifically outlining the student’s positive actions/choices.
• Use preferential seating, close to the teacher or peers who will model
appropriately, and away from sources of conflict, when possible.
• Use textured mats under worksheets and manipulatives to stabilize work area.
• Use adaptive equipment for posture: booster seats, arm rests, etc.
• Ensure safety by providing adequate space for the student to walk to his/her
desk.
• Group Flexibly by considering the strengths, weaknesses, and needs of each student
in the group
• Give Choices when applicable to allow the student to feel as if they are in control of
their learning (would you like to complete A or B assignment?)
• Collaborate with Parents in order to find new strategies and better curriculum
options
• Keep the Students Moving by assigning tasks or adding tools to use during lessons
(that won’t be distracting)