Artifact 2C

Questions about Teaching

Question: If learning disabled (LD) students need more time, how to fit it in? How to plan for 6 IEP students in each lesson?

Sources: http://www.as.wvu.edu/~scidis/learning.html#sect3, http://www.ldanatl.org/aboutld/teachers/understanding/accommodations.asp, interview with S.P.

Summary of Strategies:

Many of the strategies found in written sources, bulleted instructional modifications and learning aids that could be done in the classroom on a daily routine. Most importantly when one is planning for his or her classroom constant consideration for the individual learner is necessary. Through knowing your students needs and willingness to experiment that is how one can effectively maximize the learning experience of LD students. Each LD student may have completely different needs, so it is important to have a wide variety of tools and methods available.

Below is a list of tools and methods. The list is broken up into two categories. One category is modifications a teacher can make to their instructional method, and the other is accommodations that a students can learn to do without too much adult aid.

Teacher: Instructional Modifications	Student Directed Accommodations
1.       Keep oral instruction logical and concise. Reinforce with brief cue words.	1.       Use books on tape.
2.       Repeat or re-word complicated directions	2.       Use provided secondary media to reinforce text.
3.       Verbalize written materials as much as possible. (writing on chalkboard, ditto directions, diagrams, etc.)	3.       Use a computer with a word processing or voice recording software for written activities.
4.       Outline material to be covered in unit or lesson.	4.       Underline key words or phrases in directions or worksheet questions.
5.       Have differentiated materials prepared for lessons when necessary.	5.       Use age appropriate dictionaries when writing.
6.       Break down complicated content and instructions	6.       Have a list of available manipulatives.
7.       Use multisensory instruction. Props or other secondary materials (video, graphics, etc.) can engage various learning types and can make information more vivid.	7.       Ask trusted peers for help (i.e clarification of directions, guidance, etc.)
8.       Establish a clear goal, and have checkpoints.	8.       Use provided “I Can Focus” materials (sound reducing headphones, T-stools, stress balls)
9.       Provide immediate and constructive feedback.