Special Education Dept. Frances H. Montemayor Special Ed. Coordinator

1. The Mystery of Modifying Special Education Dept. Frances H. Montemayor Special Ed. Coordinator

2. Inventory for Elementary and Secondary Students • Tactile/Kinesthetic Learner • Auditory Learner • Visual Learner

3. Characteristics: • Touches everything • Moves a great deal while reading.(USUALLY SQUIRMNG) • Gets up and walks around frequently • Rubs hands along school walls or when walking down the hall. • Puts hands on door frame when going through or standing by door. • Touches desks as he goes down aisle. • Thumps friends frequently (CAN’T KEEP HANDS TO HIM/HERSELF) • Often writes things over and over.

4. Remember: T/K learners must literally feel what he/she has to do….so hands-on is crucial. • Give instructions first and then pass out materials. • Seat the student close to you.(never close totrashcans,bookshelves, bboards, windows, doors) • Cut a long worksheet into smaller segments and give the student one segment at a time. When that strip is completed, it is handed in and the student receives the second strip. Continue this “movement” procedure until the entire sheet is completed. (sec. divide and assignment in segments) • Keep the work period short and gradually lengthen. Vary activities during the PERIOD to offset long periods of sitting because the students learn best when active.Needs constant movement …not necessarily wakling but hand or voice. • Provide manipulative material as much as possible.

5. Good manipulative include: • Computers • Alternative keyboards: Power Pad, Touch Window, Unicom Expanded Keyboard; Speech Synthesis • Typewriters/WORD PROCESSOR • Globes • Relief Maps • Pocket Charts • Felt-tipped pens • Models • Calculators

6. Characteristics: • Inattentive to visual tasks: when given a worksheet, the student fiddles with it, shreds the paper, or doodles on it.(lays head on deskwhen doing written assignments..worksheets) • Appears bored (A L is the talker in your class..iftoo quiet he/she needs to talk for auditory feedback..even if it’s his own voice.) • During movies, the student attends more to sound than to the screen. • Does not like art or drawing. • Often omits words or parts of words when copying from the board.(terrible speller on written work, but has no problem spelling orally)

7. Teach the student to change visual material to auditory(REMEMBER THE EMPHASIS FOR THE AL IS ON HEARING AND SPEAKING..BEST SOURCE IS HIS OR YOUR VOICE. • SO Allow the student to spell or recite words or information to be learned onto a cassette tape, or use software with speech capability ..EDDIE WILL GO OVER SOME OF THIS SPEECH DEVICES • Allow the student to sub-vocalize or point while reading or doing assigned work. • Use oral tests occasionally and require oral responses • Let the student do assignments at the computer aided by speech synthesis. Earphones may be used so as not to disturb the rest of the class

8. Computer: Speech synthesizer Screen readers Talking software • Tape recorder • Talking calculators • Cassette tapes • Audio visual aids such as movies, videocassettes, laser discs, etc.

9. Characteristics: • Ignores verbal directions. • Questions and directions must often be repeated for this student.(WRITE INSTRUCTIONS ON BBOARD) • Frequently appears to daydream; often has a blank expression during lectures or class discussions.(Have a scribe to write on giant charts or on boards) • Watches teacher’s lips closely. • Causes trouble when teacher is explaining things at the board (doesn’t see the teachers mouth) • Often answers with one word or with an incomplete sentence. • Doodles during class instruction.(gets visually slimulated when drawing or doodling)

10. Allow the student to read silently more often than orally.(student focuses better by seeing the written word) • Use dictation exercises often. • Provide written directions.(impt. to see what he/she has to do and get refer back to assigment) • Provide visual materials during lectures such as a brief outline of the material to be discussed.(giant post’it) • Place the student near the board.(can focus much better is closer to what is been taught) • Teach the student how to take notes.(to study later for exams or assignments) • Encourage the student to keep an assignment log.(reminder of all assignments needed to be completed & homework) • During instructional periods, be certain that you do not turn away from the student while you are talking. He needs to see your mouth.(when teacher is lecturing or giving oral instr.)

11. Camcorder • Compact disc ROM • Computer • Flashcards • Laser disc players • Movies • Charts, graphs, tables

12. Once a student’s preferred learning style is determined, there are numerous ways to provide materials and presentations to accommodate or modify that style.

13. What does Accommodation or Modification Mean? • Accommodations and Modifications are changes in the least restrictive environment to teaching strategies, standards, test presentation, location, timing scheduling, student responses, environmental structuring, and other strategies which provide access for a students to participate in a course.

14. Accommodations • Accommodations : are changes in how a student accesses information and demonstrates learning. Accommodations DO NOT substantially change the instructional level, the content or the performance criteria for the student.

15. Accommodations • Allows the student to complete the same assignment or test as other students, but with a change in: • Time • Formatting • Setting • Scheduling • Response and/or presentation

16. Time-Accommodations • Set time expectations for assignments. • Set time limits using a timer • Alter time to complete assignments • Provide cues for time to end/begin • Assist student in organizing material for class • adjusting the speed of the lesson possibly allowing frequent breaks

17. Format and Organization • Use lots of spacing. • Use well-organized worksheets. • Break worksheets in separate sections or boxes. • Provide directions to keep them clear and concise. • Provide examples with directions when possible. • Use clues for finding answers. • Enlarge Print

18. Format/Accommodations • Adjust length, format, and presentation of assignment • Provide chapter unit outlines

19. Setting/Accommodations Environment • Preferential seating is for students with physical or emotional needs • Environmental technology may be adapted. • Modify lighting, noise level, or accessibility • Alter physical room arrangement

20. Response and/or Presentation • Re-teach individuals or small groups • Begin lesson with review/overview of topics covered • Use manipulative /hands on activities • Use of technology for alternate visual presentation • Use visual cues

21. Response & Presentation Accommodations • Presentation of Material: * Tape lessons so the student can listen again * Provide material for extra practice * Give oral and visual instructions for assignments * Vary the method of instruction * Provide visual memory aids * Enlarge print

22. Accommodations • Materials and Equipment: * Taping Text * highlighting material * supplemental material * note taking assistance/copies from other students * use of calculator, computer, word processor

23. Accommodations Re-teach individuals or small groups * Begin lesson with review/overview of topics covered * Use manipulative /hands on activities * Use of technology for alternate visual presentation * Use visual cues

24. Accommodations • Testing Adaptations: * Reading test to student (in person/or recording) * Shortening length of test * Changing test format (essay vs. fill in the blanks vs. multiple choice * Adjusting time for test, completion; permitting oral answers * Permitting testing in different locations

25. Modifications • Modifications: are significant changes in what a student is expected to learn and demonstrate when enrolled in a general education course. Modifications DO change the instructional level, the content, and the student’s general education courses.

26. Modifications • Alter Assignments • Reduce the amount of paper work to odd, even, or select specific questions • Give extra time to complete assignments (No points off for late work) • Divide into parts-present a little at a time (avoid student to become overwhelmed)

27. Modifications • Adapt Materials • Highlighted materials • Study aids and manipulative • Large print materials • Peer assistance • Note taking assistance/copies from other students • Use of calculator, computer, word processor

28. Modifications • Alter Environment • Preferential seating • Reduce auditory/visual stimuli • Small group work • Alter Grading • Allow retesting • Grade only what is completed • Change weighting of grades

29. Manage Behavior • Define limits • Frequent reminders • Positive reinforcement • Cooling off period/space • Contracts

30. Maladies and Remedies If student has difficulty Becoming Interested, try this… • Tell stories which relate the lesson to people’s lives. • Establish relevancy and a purpose for learning by relating to previous experiences. • Provide praise, one to one conversations, or immediate feedback • Read aloud a brief article or story to stimulate interest. • Use video clips to focus on students’ interests • Seat student near teacher; distance affects interest • Make positive personal comment every time the student shows any evidence of interest.

31. Maladies and Remedies If student has difficulty Getting Started, try this… • Give cue to begin work • Give work in smaller amounts • Provide immediate feedback • Sequences work with easier answers first • Provide all necessary materials • Introduce assignments carefully so student knows task expected • Provide time suggestions for each task • Check on progress often in first few minutes of work • Give clear direction • Give a checklist for easy step by step tasks • Use a peer tutor to get student started

32. Conclusion • Keep in mind that accommodating and modifying the curriculum is to primarily help the students succeed.

33. Mystery of Modifying • Education Service Center, Region VI Huntsville, TX • Education Service Center, Region I Edinburg, TX

34. Resources • http://www.specialedconnection.com • PRIM Manuel Pre-referral Intervention Manuel • Resource Guide for Modification & Accommodation Booklets • The Mystery of Modifying CD

35. Creative Solutions • Education Service Center, Region VI