Identifying and Supporting students with disabilities in English (…
Identifying and Supporting students with disabilities in English
Cognitive, social, emotional problems
Provide activities that are tailored to the individual interests
Strategize with parents to find optimal strategies for managing behaviors
Model proper behaviors, explain how certain behaviors negatively affect the class.
Provide a variety of group and individual activites.
Assign specific duties such as passing out papers to those with too much energy, assign tasks as prestige benefits.
Observe student interactions, create seating arrangements to separate students and keep incidents from arising.
allow for individuals to work alone even for group assignments, alternatively, teacher can be the partner.
Advise parents on reading schedule a week in advance, have child read the texts before they come to class.
Give the student a Raz-Kids or GE education account, have their level evaluated and put them on a program schedule to improve.
Provide alternate ways of understanding and producing the material, such as auditory or visual.
Give extra time to complete tasks.
Student has difficulty speaking.
Give student time alone from classmates to check if problem is social. If it is, create opportunities for student to speak in small group setting. If the problem is physical, such as a speech impediment, allow alternate ways of presenting information, such as visual or recorded.
If this is an ESL problem, focus not on grammar or pronunciation, but rather on delivery of information.
Create more opportunities for weak or scared students to do mini-presentations at the beginning or end of class with less students.
Model appropriate language with repetition, also require students to paraphrase instructions or other student's ideas.
Make sure student has appropriate materials adapted to their circumstances such as pencil holders.
Arrange room layout to make it accessable for the disability- room to get to front of class, etc.
Include manipulatives and more opportunities for kinesthetic actions, or alternatives if they are unable.
Keep instructions simple, after discussing the task with the class as a whole, check with the individual student and keep them focused on the specific next step they need to do.
Focus not on the specific details or nuances, but instead aim for general understanding of the text. Allow for and ignore minor errors.
Observation of student
Student takes longer than others to read or write tasks.
Student has trouble comprehending the tasks or instructions