To teach spelling, the teacher might use a multi-sensory approach that combines saying, spelling aloud, and writing words.To develop memory and listening skills, poetry, rhymes, songs, audio-taped materials and mnemonics may improve performance.For students who have difficulty reading cursive, small, or crowded print, typed handouts, large print, or double spaced materials can help.For students who have difficulty with spelling, a “misspeller’s dictionary” or computerized spell checker can help make written materials readable.
For students whose handwriting is slow, illegible or includes many reversed letters, a cassette recorder or a computer with word processing software could be used for written work or tests.For students with short term memory problems (e.g., understand math processes, but have short term memory problems that interfere with remembering math facts), a table of facts or a calculator could be provided.For students who read below expected levels, educational videos and films or talking books can provide the general information that cannot be acquired from the printed page.For students with memory problems or difficulty taking notes, a fellow student might share notes the student might tape the lesson or the teacher might provide a copy of the lesson outline.For some students who read slowly or with difficulty, a “read-along” technique may be used with taped texts and materials to allow learning of printed materials.A carefully developed multidisciplinary approach will make classroom instruction meaningful for students. Information and ideas from a multidisciplinary team, including the parents and student, are important for developing an Individualized Education Program (IEP) that meets the unique needs of each student with learning disabilities. Selection from these and other possibilities must be based on the individual needs of each child. Listed below are some suggested ways to aid students with specific learning disabilities (SLD) learn more effectively at home or at school.
Any modifications required by a student must also be discussed and documented by his/her IEP team.While the majority of a student’s program should be as closely aligned with the general education curriculum as possible, some accommodations and modifications may be necessary. Modifications, on the other hand, actually change the amount or complexity of information the student is expected to learn or demonstrate during an assignment or assessment. Teams must think critically about selecting accommodations based on the student’s individual needs and should also evaluate the effectiveness of accommodations provided.Īccommodations and modifications are not synonymous: accommodations do not alter the construct of what is being taught or measured during school activities.
Like other types of services provided to students with disabilities, the type, frequency, duration, and settings in which a child’s accommodations are delivered are individual determinations made by the IEP team or 504 team. They’re not designed to confer any unfair advantage to the student who uses and/or receives them. Accommodations are intended to “level the playing field” by reducing or even eliminating the effects of a student’s disability. Stat 2 – School District Enrollment and Staffing DataĪccommodations are supports that are provided to a child throughout the school day (for both instruction and assessment) that do not significantly alter what is being taught or how he/she participates in school activities.Data Collection Suite – Forms Inventory.Consolidated State Performance Report (CSPR).Military Interstate Children’s Compact Commission.Court Ordered or Medically Necessary Placement of Students (COMPS).