I. INSTRUCTIONAL METHODS & MATERIALS

- Students Who Need Accommodations to Instructional Methods & Materials -

1. Students who have have limited reading abilities,

1-1. For students who cant't identify main points and ideas:

• Highlight important points of the text.
• Tell the student to read these points first.
• Give the student a list of important vocabulary.
• Have the student read the summary or objectives first.
• Have the student read the review questions first, then look for the answers.
• Give the student a worksheet or study guide to follow when he or she must do independent reading.
• Use hands-on activities, pictures, or diagrams to support understanding of abstract concepts or complex information.
• Let the student use sticky notes or an erasable highlighter to mark key points in the textbook.
• Let the student use a book written at a lower grade level. This can help the student pay more attention to the main ideas.

1-2. For students who can understand verbal information, but can't read text:

• Provide and audio version of the material.
• Use books-on-tape or have an assistant, volunteer, or other student make a recording.
• Use a videotape or movie that presents the same information.
• Use assistive technology to transfer printed words to speech.
• Have a learning buddy read aloud textbooks or other printed materials.

1-3. For students who are blind or visually impaired:

• Provide books-on-tape or large-print versions of texts.
• Provide books and other instructional materials in braille.
• Provide copies of class handouts and materials with key information in an embossed format.
• Provide a special tilt-top desk or book stand to hold materials for easier reading.
• Provide specialized equipment such as an optical enhancer, magnifier, tape recorder, stylus and slate, or braillewriter.

2. Students who have difficulty understanding lectures and discussions,

2-1. For students who need help to get ready for the lesson:

• Introduce new vocabulary prior to lesson; prepare a glossary of terms; use visual aids (chalkboard, overhead, charts).
• Use advanced organizers to alert students to what will be included and expected from the lesson or discussion.
• Provide an overview of the content or expected learning at the beginning of the session.
• Link what is being learned to previous lessons or background knowledge.

2-2. For students who need help during the lesson:

• Present material in a logical manner and use explicit cues to shift from one aspect to the next.
• Promote active involvement of students by asking questions or breaking up the lecture with small group interaction, discussion, or structured responses.
• Break the information into steps or key components and monitor the student’s comprehension as the information is presented.
• Provide oral and visual clues during lecture or discussion about what is important to include in notes. Write important ideas on the board or chart paper. Use different color chalk or markers for emphasis coding.
• Provide structured organizers for note-taking, such as a copy of overheads, outline of lecture, or pre-designed graphic organizer.
• Provide students with copies of notes taken by peers.
• Teach the student how to use a two-column note-taking format or concept mapping for notes.
• Key class notes to relevant pages in the textbook.
• Let the student use a tape recorder to record class lectures and discussions.

2-3. For students who need help after the lesson:

• Repeat, paraphrase, and summarize all important points, particularly at the conclusion of the lecture or discussion.
• Ask the student to paraphrase key points in his or her own words and identify anything that is still unclear.
• Prepare a summary of important information from the lecture with blanks to be filled or questions to be answered by the student.
• Use cooperative learning techniques such as “think/pai/share” or “jigsaw” to have students review key points.
• Ask the student to tell or write the important information that was included in the lesson before the class ends. Encourage him or her to ask questions.
• Arrange for time to meet with the student after class to clarify anything the student doesn’t understand.

2-4. For students who are blind or visually impaired:

• Talk while you teach, making an attempt to describe exactly what you are doing.
• Be sure to describe nonverbal messages and introduce beginnings, transitions, and closures to each activity.
• Use real-life examples and concrete materials whenever possible.
• Make the student feel comfortable asking for assistance. “Tell me what you need.” “How does this fit with what you know?”

2-5. For students who are deaf or hard of hearing:

• Make sure the student is facing you when you are speaking.
• Seat the student in the place where he or she can receive maximum information and is least likely to be distracted by other classroom activities.
• Use nonverbal communications to convey your messages.
• Use visual information (words, charts, graphics) to reinforce what is presented orally. Repeat as often as necessary.
• Help the student feel comfortable asking others for assistance whenever it is needed. “Tell me what you need.”
• Use a sign language interpreter or note-taker when appropriate.

3. Students who have difficulty with mathematical concepts and processes,

3-1. For students who use poor procedural skills or immature problem solving strategies:

• Let the student use concrete materials and manipulatives to explore and learn about mathematical concepts.
• Use computer-based models to represent math concepts.
• Let the student practice skills using computer-based instruction.

3-2. For students who have poor memory skills or problems with fact retrieval:

• Let the student practice skills using computer-based instruction.
• Let the student use a calculator for routine computation tasks.
• Let the student use a chart or table with basic math facts.

3-3. For students who have reading disabilities:

• Color-code or highlight key words in math word problems.
• Let the student use a flowchart to plan strategies for problem solving.