Classroom Modifications for Students with Disabilities

Classroom Modifications for

Students with Learning Disabilities

W. Jason Reagin

Graduate Student at

The University of Georgia,

Winter 1997

The subject being discussed here is learning disorders and how you and I, as educators, can modify our classrooms to best meet the needs of the individual with the disability. There will be two parts to this research paper. The first part of each section will give a discussion of the particular disability. Following the discussion, I will offer some helpful advice as to how to modify your classroom to best meet the learning needs of the student with the disability. However, I will start this section with a general description, definition, and symptoms of learning disabilities.

There are lots of criterions for an individual meet or have in order to be diagnosed with a learning disability. Some signs of an individual with a learning disability are:

· Has difficulty understanding and following instructions.

· Has trouble remembering what someone just told him or her.

· Fails to master reading, writing, and/or math skills, and thus fails schoolwork.

· Has difficulty distinguishing right from left-for example, confusing 25 with 52, “b” with “d,” or “on” with “no.”

· Lacks coordination- in walking, sports, or small activities such as holding a pencil or tying a shoelace.

· Easily loses or misplaces homework, schoolbooks or other items.

· Cannot understand the concept of time; is confused by “yesterday,” “today,” “tomorrow.”

(These were found on the internet at: http://www.psych.med.umich.edu/web/aacap/)

There are lots of definitions out there for learning disabilities. The definition of learning disability , according to Public Law (P.L.) 101-476, the Individuals with Disabilities Educational Act (IDEA), formerly P.L. 94-142, the Education of the Handicapped Act (EHA), all define a learning disability as a “disorder in one or more of the basic psychological processes involved in understand or in using spoken or written language, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations.” (www.ldonline.org)

There are four areas or realms in which these disabilities can occur. The first of these is input “-getting information into the brain from the eyes and ears, primarily, but…from other senses as well. Once this information arrives, the brain needs to make sense out of it- a process called integration. Next, the information is stored and later retrieved- the memory process. Finally, the brain sends a message back to the nerves and muscles- its output.” (Silver, 1992) The disability can occur in more than one area, but for the purposes of this paper, we will focus on the disabilities that occur in one area.

INPUT Disabilities- “Information arrives at the brain as impulses, transmitted along neurons, primarily from our eyes- called visual input- and from our ears- called auditory input.” (Silver, 1992) The disabilities for this area are:

· Visual Perception

· Auditory Perception (Silver, 1992)

INTERGRATION Disabilities- “Once the information coming into the brain is registered, it has to be understood.” (Silver, 1992) In other words, this is where the processing of the information takes place. The disabilities in this area are:

· Visual Sequencing

· Auditory Sequencing

· Visual Abstraction

· Auditory Abstraction

· Visual Organization

· Auditory Organization (Silver, 1992)

MEMORY Disabilities- “Once information is retrieved, recorded in the brain, and integrated, it is stored so that it can be retrieved later. This storage and retrieval process is called memory.” (Silver, 1992) The disabilities in this part of the process are:

· Visual Short-Term Memory

· Auditory Short-Term Memory (Silver, 1992)

OUTPUT Disabilities- “Information comes out of the brain either by means of words, language output, or through muscle activity, such as writing, drawing, gesturing, or motor output.” (Silver, 1992) The disabilities in this final area are:

· Demand Language

· Gross Motor

· Fine Motor (Silver, 1992)

These are only a way to generalize the specific disability into groups. Here are just a few SPECIFIC disabilities:

1. Dyslexia

2. Dysgraphia

3. Dyscalcula

4. Language Deficit

5. Visual Perception

6. Auditory Deficits

7. ADD- Attention Deficit Disorder

8. ADHD- Attention Deficit-Hyperactive Disorder (www.fln.vcn.edu/ld/confl.html)

There are others, but this is an example of what kinds of disorders teachers might have in class.

Now it is time to give some classroom modification suggestions in curriculum and/or the environment (the physical classroom). Let me state, however, that the specific disabilities may and will require individual modification. This list is a great way to get the correct mindset to start in the direction of modification in the classroom for the students with special needs. According to the “Pursuit” website these are a few modifications a teacher can make to accommodate the students with disabilities:

· Allow the student with writing difficulties to use a word processor or typewriter for writing assignments.

· The student may need a note-taker.

· The student with mathematical difficulties may need to use a calculator for math classes. In addition, he or she should receive assistance in developing math coping strategies.

· If necessary, the student should have access to books on tape.

· Due to perceptual difficulties, the student may need preferential seating.

· The student may need longer or unlimited time for an examination.

· In addition, some students may benefit taking their examinations in a classroom by themselves.

· Examinations can be modified to have less multiple choice or true-or-false questions.

· Use your creativity in finding solutions. For example, using color coding.

· Be prepared to adapt resources.

(http://pusuit.rehab.uiuc.edu/pursuit/dis-resources/accommodations/ld.html)

“PURSUIT is a multi-faceted approach to encouraging students with disabilities to pursue their academic and professional dreams. Particularly focused on opening the doors to careers in math, engineering, computers, and science, PURSUIT projects begin by working at the high school and college levels.” (refer to above web address)

The following pages are a collection of checklists that can be used to modify your classroom and materials for the students with special needs. The lists are found on the internet at: www.ldonline.org/ld_indepth/teaching-techniques/mod_checklists.html

MODIFYING THE PRESENTATION OF MATERIAL

· Break assignment into segments of shorter tasks.

· Use concrete examples of concepts before teaching the abstract.

· Relate information to the student's experiential base.

· Reduce the number of concepts presented at one time.

· Provide an overview of the lesson before beginning.

· Monitor the student's comprehension of language used during instruction.

· Schedule frequent, short conferences with the student to check for comprehension.

· Provide consistent review of any lesson before introducing new information.

· Allow student to obtain and report information utilizing: cassette recorders, dictation, typewriters/computers, interviews, calculators, fact sheets.

· Highlight important concepts to be learned in text of material.

· Monitor the rate at which material is presented.

· Give additional presentations by varying the methods using repetition, simpler explanations, more examples and modeling.

· Require verbal responses to indicate comprehension.

· Give frequent reminders of homework assignments.

· Provide clear, concise directions and concrete examples for homework assignments.

· Assign tasks at an appropriate reading level.

· Allow for the oral administration of tests.

· Check assignment sheet for accuracy.

MODIFYING THE ENVIRONMENT

· Use study carrels.

· Seat student in an area free of distractions.

· Use preferential seating.

· Allow the student to select his/her seating.

· Help keep student's work area free of unnecessary materials.

· Use checklists to help the student get organized.

· Frequently check the organization of the student's notebook.

· Monitor the student’s use of his/her assignment sheet.

· Check the assignment sheet for accuracy.

· Provide opportunities for movement.

MODIFYING TIME DEMANDS

· Increase time allowed for completion of tests or assignments.

· Reduce the amount of work or length of tests.

· Prioritize assignments and/or step to completing assignments for the student.

· Space short work periods with breaks or change of tasks.

· Consistently follow a specific routine.

· Alternate quiet and active tasks.

· Set time limits for specific task completion.

MODIFYING THE MATERIALS

· Visual Motor Integration and Written Expression Problems

· Allow for spelling errors.

· Allow student to use either cursive or manuscript.

· Set realistic and mutually agreed upon expectations for neatness.

· Let student type, record, or give answers orally instead of writing.

· Avoid pressures of speed and accuracy.

· Provide copies of notes.

· Reduce the amount of copying from text and board.

· Accept key word responses instead of complete sentences.

Visual Processing Problems

· Highlight information to be learned.

· Keep written assignments and work space free from extraneous and/or irrelevant distractions.

· Avoid purple dittos.

· Provide clear and well-defined worksheets.

· Go over visual task with student and make sure student has a clear understanding of all parts of the assignment from the beginning.

· Avoid having student copy from the board.

· Have student verbalize instructions before beginning task.

· Avoid crowded, cluttered worksheets by utilizing techniques such as blocking (blocking assignments into smaller segments), cutting (cut worksheets into sections, folding (fold worksheets into sections), and highlighting, color coding or underlining.

Language Processing Problems

· Give written directions to supplement verbal directions.

· Slow the rate of presentations.

· Paraphrase information.

· Keep statements short and to the point.

· Avoid use of abstract language such as metaphors, idioms, and puns.

· Keep sentence structures simple.

· Encourage feedback from student to check for understanding.

· Familiarize student with any new vocabulary before beginning the lesson.

· Reduce the amount of extraneous noise such as conversation, radio, TV, outside noises, etc.

· Alert student's attention before expressing key points.

· Ensure the readability levels of the textbooks are commensurate with the student's language level.

· Utilize visual aids such as charts and graphs.

· Utilize manipulative, hands-on activities whenever possible.

· Always demonstrate how new material relates to previously learned information.

· Cue student by calling his/her name before asking questions.

Organizational Problems

· Provide an established daily routine

· Provide clear rules and consistently enforce them.

· Contract with student and use rewards for completion of contract.

· Check the student's notebook to insure the use of dividers, assignment sheet, and calendar.

· Provide due date on written assignments.

· Provide a specific place for turning in completed assignments.

USE OF GROUPS AND PEERS

· Utilize cooperative learning strategies when appropriate.

· Assign a peer helper to check understanding of directions.

· Assign a peer helper to read important directions and essential information.

· Assign a peer tutor to record material dictated by the student.

HELPING FOCUS ATTENTION

· Establish relevancy and purpose for learning by relating to previous experiences.

· Shape approximations of desired behavior by providing direct reinforcement such as praise or immediate feedback of correct answers.

· Seat student close to teacher.

· Make a positive, personal comment every time the student shows any evidence of interest.

· Make frequent checks for assignment progress/completion.

· Give advance warning of when a transition is going to take place.

· Use physical proximity and touch to help student refocus.

ASSISTING THE RELUCTANT STARTER

· Give a personal cue to begin work.

· Give work in smaller units.

· Provide immediate reinforces and feedback.

· Make sure the appropriate books and materials are open to the correct pages.

· Introduce the assignment in sequential steps.

· Check for student understanding of instructions.

· Check on progress often in the first few minutes of work.

· Provide time suggestions for each task.

· Provide a checklist for long, detailed tasks.

DEALING WITH INAPPROPRIATE BEHAVIOR

· Provide clear and concise classroom expectations and consequences.

· Consistently enforce rules.

· Avoid the use of confrontational techniques.

· Provide student with alternatives.

· Designate a "cooling off" location within the classroom.

· Assign activities which require some movement.

· Use praise generously.

· Avoid power struggles.

· Ignore attention getting behavior for a short time.

· Avoid criticizing the student.

· Communicate frequently with parents.

· Monitor levels of tolerance and be mindful of signs of frustration.

· Speak privately, without the audience of peers, to student about inappropriate behavior.

Checklist available on the internet at: www.ldonline.org

These are just a few of the limitless options found on the internet, books, magazines, and numerous other sources to help out students with learning disabilities.

I will not list any more items because it begins to become redundant after a while. Nevertheless, keep in mind that no two students are exactly alike. These modifications will vary depending upon the individual student. The effective educator will be the one who is able to adapt their classroom to the individual needs of each learner. I realize that this is next to impossible today in classrooms that reek of over crowdedness, lack individualized instruction, and the mentality of “just another bunch of kids,” but that is the topic of another paper entirely.

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Last Updated on 2004-05-15