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General information
Adjusting presentation and evaluation modes
There are several learning styles. When a person has a processing disorder in one of these areas, they need materials presented to them in other methods that circumvent that area to be able to access the curriculum. So, please try to keep the following in mind.
An auditory learner needs:
1. Verbal as well as written directions to assignments
2. Assignment directions available recorded for student to replay.
3. More verbal vs. written tests
4. Try to hear words or information without visual distractions.
Therefore, a student with an auditory processing disorder is going to need different modes of instruction. They will need:
1. Visuals- they need to see what they are supposed to be doing.
2. Written directions- the fewer the steps at a time, the better
3. Models of your expectations (assignments, projects) have an exemplary available so they can see what is expected.
4. Graphic organizers, thinking maps, drawings
5. Encouragement to write down notes and important information
6. Color!
A student who is a visual learner will need:
1. Flashcards with bright color
2. Visual cues on the board for all verbal directions
3. Encouragement to write down important notes etc.
4. Close their eyes and visualize words or information, see it in their mind
Therefore, a student with a visual processing disorder is going to need the opposite mode of instruction. They will need:
1. Verbal directions, with an individual copy that they can reference later if needed.
2. Opportunity for verbal tests vs. written tests
3. Audio recording of classroom directions, assignment directions, books, lectures etc.
4. Try to ‘hear’ words and information in their head
5. Drill and practice information (facts) aloud with a partner or themselves.
Techniques to Compensate for
Certain Learning Issues in your classroom
High activity level (loads of energy):
· Shorten length of tasks
· Add more variety to tasks
· Reduce seatwork expectations (tasks broken down into smaller tasks to be checked)
Forgetfulness (memory problems):
· Teach student to organize rather than memorize (make sense of the information)
· Allow the child to use multiplication tables
· Allow personal dictionaries, or some other device to assist spelling
· Use a peer assistant
· Monitor planner
Poor handwriting:
· Encourage student to use graph paper for mathematical problems
· Use paper with larger lines (wide rule vs. college rule)
· Allow, encourage typed assignments
· Decrease written work on increase response options (verbal, projects)
Easily distracted:
· Create an area that is free from external stimuli (outside noise, projector making noise)
· Seat away from other students that distract from the class
Focusing problems:
· Try to be near the student during lecture
· Give advance notice when student is going to have to answer a question in class
· Develop a signal when you need the student’s attention
Organizational issues
· Allow extra time to be ready for class (warm up)
· Try to help with putting papers away in the correct place
· Monitor planner
It can also be helpful to allow students to take tests in sections, at a different time, or in a different setting.
Instructional Considerations and
Strategies for the Classroom
Be aware that not all of these will work with all students; there may be a combination that works. These techniques could help create a comfortable learning environment for many students.
Adjustments in instruction
· Clearly present organizational expectations (ensure student understands specifics, where to place homework, required tools, what is expected at the start of class)
· Maintain structure with a daily routine so directions are predictable, this will help with focus
· Give written and verbal directions, always have it on the board, even better if handed out
· Define the purpose of the activity clearly and directly before the specific instructions
· Present directions in short segments, list the steps, use visual cues if possible
· Have more frequent smaller chunks of assignment vs. over a long period of time.
· Give immediate feedback or corrections as they are working for immediate redirection and reinforcement
· Repeat the directions and give ample response time for student to process the information, it may take the student extra time to formulate a response, give extra “wait time”. Give them a chance to process, this is where most disabilities effect.
· Have student repeat or paraphrase the content of instructions, this will provide feedback on student’s comprehension of the task
· Frequently repeat and summarize key points and key terms
· Try to use multi-media presentations
· Offer note taking assistance. It is difficult, more so for students with auditory or visual processing disorder, to watch the teacher and take notes simultaneously. Get a copy of another student’s notes, or the teacher’s notes, make a study guide to fill in.
· Give clear cues to identify and emphasize important information like “This is important.” “The main points are…” “This may be a test question”
· Allow other alternatives for both obtaining and reporting information-tapes, CDs, internet, interviews, verbal quizzes, etc.
· Provide examples, show what is expected
· Model what your performance expectations are, have samples, both good and bad, so student knows what things are supposed to look like, and how to respond
· Clearly mark transitions between activities-clearly ‘close’ an activity before moving on, give more time for these transitions
· Try to spend some time for the student to ask questions, be patient while they work out how to ask about what has them confused.
· Give positive feedback
· Allow flexible preferential seating options to continuously achieve the preferential seating advantage. This will enable the student to attend and actively participate as the classroom activities or teacher change location.
Remember, students with learning disabilities may tend to “drift” mentally during class
· Vary the format
· Be structured and specific with due dates with assignments and tests. Structure is imperative to success for these students.
· Work out a cueing system to help student become aware of times when they are not paying attention (use words like “listen”, “ready” or some other pre-set word between you and the student). This is also useful when you are planning on calling the student to answer aloud, so they know they are going to be next. You can point to the one you will have them answer as you walk around the classroom.
· Keep students desk or work area clear of unnecessary materials
· Give adequate response time, it takes longer to formulate responses to verbal questions, especially if they include generalizations, comparisons, and explanations requiring lengthy and complex language organization
· Assign a peer partner to help keep the student on task, they can also help get homework recorded, participating in small group and copying notes
· Try to make the student feel like you will give the time to listen to questions. They need to be comfortable asking you about something they don’t understand. This will helpful with task avoidance, or isolation-both can happen when the work is too difficult.
Large assignments and testing
· Give clear explanations of tasks, due dates and expectations.
· Help the student break large projects or assignments down into smaller chunks, and set deadlines for each step. This way they can feel successful, and get immediate-real time feedback or correction
· Give frequent reminders of due dates
· Make sure that exams-and all assignments-are clearly written or typed, in large black letters or numbers, spaces between lines, and not too many questions on one page. Do not use a small font, this makes it more difficult to read.
· Allow math students to use graph paper, or sideways lined paper for neatness and avoid confusion when performing calculations
· Permit students to circle answers in the test booklet, allow extra paper (lined!) to prepare answers to written answer questions
Time
These students often become fatigued because of the effort required to process information to keep up and compete in activities.
· Several short assignments are better than a long assignment
· Limit direct instruction time, allow student some time to move if needed
· Give extended time to comprehend and complete tasks
· Give fewer items to complete in the classroom time available
· Even writing can cause more fatigue, especially if they have motor delays. They will become fatigued quicker.
· Allow for assignments to be typed.
All kids have strengths, let them shine.
Adjusting presentation and evaluation modes
There are several learning styles. When a person has a processing disorder in one of these areas, they need materials presented to them in other methods that circumvent that area to be able to access the curriculum. So, please try to keep the following in mind.
An auditory learner needs:
1. Verbal as well as written directions to assignments
2. Assignment directions available recorded for student to replay.
3. More verbal vs. written tests
4. Try to hear words or information without visual distractions.
Therefore, a student with an auditory processing disorder is going to need different modes of instruction. They will need:
1. Visuals- they need to see what they are supposed to be doing.
2. Written directions- the fewer the steps at a time, the better
3. Models of your expectations (assignments, projects) have an exemplary available so they can see what is expected.
4. Graphic organizers, thinking maps, drawings
5. Encouragement to write down notes and important information
6. Color!
A student who is a visual learner will need:
1. Flashcards with bright color
2. Visual cues on the board for all verbal directions
3. Encouragement to write down important notes etc.
4. Close their eyes and visualize words or information, see it in their mind
Therefore, a student with a visual processing disorder is going to need the opposite mode of instruction. They will need:
1. Verbal directions, with an individual copy that they can reference later if needed.
2. Opportunity for verbal tests vs. written tests
3. Audio recording of classroom directions, assignment directions, books, lectures etc.
4. Try to ‘hear’ words and information in their head
5. Drill and practice information (facts) aloud with a partner or themselves.
Techniques to Compensate for
Certain Learning Issues in your classroom
High activity level (loads of energy):
· Shorten length of tasks
· Add more variety to tasks
· Reduce seatwork expectations (tasks broken down into smaller tasks to be checked)
Forgetfulness (memory problems):
· Teach student to organize rather than memorize (make sense of the information)
· Allow the child to use multiplication tables
· Allow personal dictionaries, or some other device to assist spelling
· Use a peer assistant
· Monitor planner
Poor handwriting:
· Encourage student to use graph paper for mathematical problems
· Use paper with larger lines (wide rule vs. college rule)
· Allow, encourage typed assignments
· Decrease written work on increase response options (verbal, projects)
Easily distracted:
· Create an area that is free from external stimuli (outside noise, projector making noise)
· Seat away from other students that distract from the class
Focusing problems:
· Try to be near the student during lecture
· Give advance notice when student is going to have to answer a question in class
· Develop a signal when you need the student’s attention
Organizational issues
· Allow extra time to be ready for class (warm up)
· Try to help with putting papers away in the correct place
· Monitor planner
It can also be helpful to allow students to take tests in sections, at a different time, or in a different setting.
Instructional Considerations and
Strategies for the Classroom
Be aware that not all of these will work with all students; there may be a combination that works. These techniques could help create a comfortable learning environment for many students.
Adjustments in instruction
· Clearly present organizational expectations (ensure student understands specifics, where to place homework, required tools, what is expected at the start of class)
· Maintain structure with a daily routine so directions are predictable, this will help with focus
· Give written and verbal directions, always have it on the board, even better if handed out
· Define the purpose of the activity clearly and directly before the specific instructions
· Present directions in short segments, list the steps, use visual cues if possible
· Have more frequent smaller chunks of assignment vs. over a long period of time.
· Give immediate feedback or corrections as they are working for immediate redirection and reinforcement
· Repeat the directions and give ample response time for student to process the information, it may take the student extra time to formulate a response, give extra “wait time”. Give them a chance to process, this is where most disabilities effect.
· Have student repeat or paraphrase the content of instructions, this will provide feedback on student’s comprehension of the task
· Frequently repeat and summarize key points and key terms
· Try to use multi-media presentations
· Offer note taking assistance. It is difficult, more so for students with auditory or visual processing disorder, to watch the teacher and take notes simultaneously. Get a copy of another student’s notes, or the teacher’s notes, make a study guide to fill in.
· Give clear cues to identify and emphasize important information like “This is important.” “The main points are…” “This may be a test question”
· Allow other alternatives for both obtaining and reporting information-tapes, CDs, internet, interviews, verbal quizzes, etc.
· Provide examples, show what is expected
· Model what your performance expectations are, have samples, both good and bad, so student knows what things are supposed to look like, and how to respond
· Clearly mark transitions between activities-clearly ‘close’ an activity before moving on, give more time for these transitions
· Try to spend some time for the student to ask questions, be patient while they work out how to ask about what has them confused.
· Give positive feedback
· Allow flexible preferential seating options to continuously achieve the preferential seating advantage. This will enable the student to attend and actively participate as the classroom activities or teacher change location.
Remember, students with learning disabilities may tend to “drift” mentally during class
· Vary the format
· Be structured and specific with due dates with assignments and tests. Structure is imperative to success for these students.
· Work out a cueing system to help student become aware of times when they are not paying attention (use words like “listen”, “ready” or some other pre-set word between you and the student). This is also useful when you are planning on calling the student to answer aloud, so they know they are going to be next. You can point to the one you will have them answer as you walk around the classroom.
· Keep students desk or work area clear of unnecessary materials
· Give adequate response time, it takes longer to formulate responses to verbal questions, especially if they include generalizations, comparisons, and explanations requiring lengthy and complex language organization
· Assign a peer partner to help keep the student on task, they can also help get homework recorded, participating in small group and copying notes
· Try to make the student feel like you will give the time to listen to questions. They need to be comfortable asking you about something they don’t understand. This will helpful with task avoidance, or isolation-both can happen when the work is too difficult.
Large assignments and testing
· Give clear explanations of tasks, due dates and expectations.
· Help the student break large projects or assignments down into smaller chunks, and set deadlines for each step. This way they can feel successful, and get immediate-real time feedback or correction
· Give frequent reminders of due dates
· Make sure that exams-and all assignments-are clearly written or typed, in large black letters or numbers, spaces between lines, and not too many questions on one page. Do not use a small font, this makes it more difficult to read.
· Allow math students to use graph paper, or sideways lined paper for neatness and avoid confusion when performing calculations
· Permit students to circle answers in the test booklet, allow extra paper (lined!) to prepare answers to written answer questions
Time
These students often become fatigued because of the effort required to process information to keep up and compete in activities.
· Several short assignments are better than a long assignment
· Limit direct instruction time, allow student some time to move if needed
· Give extended time to comprehend and complete tasks
· Give fewer items to complete in the classroom time available
· Even writing can cause more fatigue, especially if they have motor delays. They will become fatigued quicker.
· Allow for assignments to be typed.
All kids have strengths, let them shine.