Accommodation

Best Practices for ALL Students

When working with students with learning differences the following strategies are used by LD teachers--yet these teaching accommodations will benefit most any student.

Teaching Strategies 

Predictable routine, Structured environment

• Warm-up, "to do," copy homework from board
• Introduce/preview information in the same manner each new topic
• Use keywords in lecturing--"first, second," "to summarize," main point, supporting point, concluding point

Reduce verbal language while teaching--the most difficult!

• Use a slower rate of speech. Really.
  
• Enunciate clearly, without exaggeration
• Use body movements and natural gestures
• Integrate "wait time" into question asking and presentation of information

Present information in small chunks

• Allow for breaks--stretching, change topic for 2 minutes
• Allow time for processing
• Check for comprehension
• Review the next day

Reduced noise and distractions

For students needing it (IEPs)--extra time, reader, note-takers, scribe

Ask for feedback from students

• Too fast? Too slow?
• Ask each student to anonymously write down/email what they thought the point of the lesson was
• Then adjust accordingly!

Provide concrete examples

• Of good essays, good iMovies, good digital presentations, good outlines, good note cards

Teach direct concepts

• Try not to rely on implication or deduction without explaining it

Teach direct behaviors wanted

• Avoid sarcasm and explain metaphorical language--the abstract is impossible for some
• "Stop talking," "Close your laptops," "Take out your note cards," "Log on to NoodleBib"
• Do not start with "it would be a good idea...," or "you might want to...," or "somebody is talking..."

Encourage and reward students who come for extra help or further clarification

Actively teach note-taking & organizational skills

• Outline on board, verbalize outline, copy outline--check for copy accuracy
  • Insert information during lecture or film
  • Ask for summary of what the outline means at end of period
    
• Repeat (for weeks) until you have them create their own outline
  • Check for their accuracy