Break learning tasks into small steps.
Probe regularly to check understanding.
Provide regular quality feedback.
Present information visually and verbally.
Use diagrams, graphics and pictures to support instruction.
Provide independent practice.
Model what you want students to do.
Clearly define and post classroom expectations for work and behavior.
Explicitly teach study and organizational skills.
Teach student how to use planner or agenda to record assignments and due dates.
Provide prompts of strategies to use and when to use them.
Ask process-type questions such as “How is that strategy working?
Use Direct Instruction.
Provide simple instructions (preferably one at a time).
Sequence slowly, using examples.
Speak clearly and turn so students can see your face.
Allow time for students to process requests and allow them to ask questions.
Use graphic organizers to support understanding of relationships between ideas.
Use adaptive equipment if appropriate (books on tape, laptop computers, etc.).
Ask questions in a clarifying manner, then have student describe understanding of the questions.
Use an overhead projector with an outline of the lesson or unit of the day.
Reduce course load.
Provide clear photocopies of notes and overhead transparencies.
Provide a detailed course outline before class begins.
Keep oral instructions logical and concise and reinforce them with brief cue words.
Repeat or re-word complicated directions.
Frequently verbalize what is being written on the board.
At the end of class, summarize the important segments of each presentation.
Eliminate classroom distractions (e.g. excessive noise, flickering lights, etc.).
Give assignments both in written and oral form.
Have more complex lessons recorded and available to the students.
Have practice exercises available for lessons, in case the student has problems.
Have student underline key words or directions on activity sheets (then review the sheets with them).
Provide and teach memory strategies, such as mnemonic strategies and elaborative rehearsal.
Write legibly, use large type, and do not clutter the board.
Assist the student in borrowing notes from a peer if necessary.
Clearly label equipment, tools, and materials, and use color-coding.
Consider alternate activities/exercises that can be utilized with less difficulty for the student, while maintaining the same or similar learning objectives.
Review relevant material, preview the material to be presented, present the new material, and then summarize the material just presented.
Provide a peer tutor or assign the student to a study group.
Allow the student to use a tape recorder.
Use specific language and state expectations.
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