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Instructional Accommodations and Modifications

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Cueing Questions

Questions can be a constant source of irritation for the learning disabled student. Fortunately, there are many techniques available that can relieve this irritation: ask more common type questions, ask fewer questions, reword in easier terms, avoid essay type questions, utilize matching, true or false and multiple choice types of questions, allow more time for response.  If these choices do not appeal to you, you may want to try one or more of these options.

  • Next to the question, write down on what page the information may be found. This would work really well on information that has been color-coded.

  • Number the paragraphs of a chapter and cue answer with number of paragraph.

  • Same as above, but underline or color code the answer in the paragraph.

  • As questions occur, either within the context of the chapter or at the end of the chapter, list the questions with the correct answer.  Record the page number where the question/answer may be found.

Study Sheets/Guides and Test Modifications

Students with learning challenges often need study sheets in order to focus on key elements of information to be learned. Some examples are:

  • Provide students with review outlines to guide their studying.

  • List steps in a mathematical process, or a lab activity, so that the student knows exactly what they are to do.  (ETP: Clear Information)

Ask the student to create their own study sheet by listing important people, events or facts.  Then ask them to list relationships between the items. (*ETP:Effective Teaching Practice)
  • Have students write their own study questions after lectures, discussions and reading assignments. (ETP: Questions/Prompts)

Teach students to recognize signal words in lectures and written material to guide studying. Example: “most of all”, “a key feature”, “a major event”,

Shortened Assignments

When students have learning challenges, it often takes them more time to complete assignments.  Shortened assignments that still provide key practices, allows the student to complete work in a reasonable time period without undue pressure and frustration.  Students with delayed processing speed or physical handicaps always require more time to complete any given assignment.
  • Identify terminology, concepts and skills that are most important and require that these items be completed first.
  • Star the essential items, allowing bonus points for other items completed.
  • Reduce the number of questions or problems to be done at one time.  Shorter assignments made more frequently provide the same amount of practice.

Note-Taking Assistance

Preparing Assignment Sheets

Pre-Teach Content Vocabulary

Vocabulary Sheets

Highlighted Texts and Materials, Visual Aids

If student has difficulty - then try this!

The Role of a Teacher

The “Slow Learner”

Behavioral Intervention

Crisis Intervention

Suggestions for Parents

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