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(Choose only those accommodations and interventions that are the most
needed. Attempt to select low-level accommodations and interventions before
moving to more supportive or high-level accommodations and interventions. If
high-level accommodations are necessary, choose them with the goal of slowly
removing them whenever possible. The objective should always be to provide
support while encouraging growth with these strategies to foster
independence and self-advocacy).
Alter the environment
Provide this Student with Low-Distraction Work Areas
Provide this student with a quiet, distraction free area for quiet study
time and test-taking. It is the responsibility of the teacher to take the
initiative to privately and discretely (do not draw peer attention to the
student) "send" this student to a quiet, distraction-free room/area for each
testing session. It is important to assure that once the student begins a
task requiring a quiet, distraction-free environment that no interruptions
be permitted until the student is finished.
Always seat this student near the source of instruction and/or stand near
student when giving instructions in order to help the student by reducing
barriers and distractions between him and the lesson. For this reason it is
important to encourage the student to sit near positive role models to ease
the distractions from other students with challenging or diverting
behaviors.
In order to reduce distractions, computers and other equipment with audio
functions operated in this student’s classroom or designated work areas must
be used with earphones to eliminate the sound being broadcast into the
classroom or designated work area.
Always seat this student in a low-distraction work area in the classroom.
Prepare the student for transitions
Prepare the student in advance for upcoming changes to routine - field
trips, transitions from one activity to another, etc.
Plan supervision during transitions – between subjects, classes, recess,
lunchroom, assemblies, etc.
Prepare the student in preparing for the end of the day and going home,
supervise the student’s book bag for necessary items needed for homework.
Adaptations for a Student with Hyperactivity
Allow the student to move around. Provide opportunities for physical action
– pace in the rear of the classroom, do an errand, wash the blackboard, get
a drink of water, go to the bathroom, etc.
Make sure the student is always provided opportunities for physical
activities. Do not use daily recess as a time to make-up missed schoolwork.
Do not remove daily recess as punishment.
Permit the student to play with small objects kept in their desks that can
be manipulated quietly, such as a soft squeeze ball, if it isn’t too
distracting.
Alter Presentation of Lessons/Accommodations for assignments
Make sure all homework instruction and assignments be clear and provided in
writing (not simply aloud).
Provide this student with information that is clear and in writing
Provide a consistent, predictable schedule. Post the schedule in the
classroom and/or tape it to the inside of the desk or student assignment
book.
Write down key words on the board to aid in note-taking during sections that
are "lecture-based."
Provide the student with a legible outline before a lesson/lecture and with
legible teacher’s notes of lesson/lecture.
Provide this student with a note-taker at all times to record classroom
discussions and lectures.
Provide student with a weekly syllabus, in advance, of upcoming week’s
assignments and lessons. Keep instruction clear and assure that instructions
and assignment criteria are always provided in writing (not just out loud)
by providing the student with the above requested syllabus and by writing
the assignments on the board as they are given to the class.
Break the Assignments into Short, Sequential Steps
Break instructions into short, sequential steps; dividing work into smaller
short "mini-assignments," building reinforcement and opportunities for
feedback at the end of each segment; handing out longer assignments in
segments; and, consider scheduling shorter work periods.
Provide regular guidance and appropriate supervision on planning
assignments, especially extended projects that take several days or weeks to
complete.
One of the most common things for children with ADD to do is to
procrastinate, to miscalculate, and to avoid (unpleasant) tasks until the
last minute. This is why close guidance in planning long term projects is so
important. A part of the ADD spectrum of symptoms is a sort of a temporal
disability where the gauging of time, and how long tasks will take are
distorted.
By modeling examples of how to plan, being coached through the planning
process, and through consistent practice children with ADD will gain a
better sense of how to plan within a timed framework.
The goal of independence will be achieved when appropriate supports are
consistently provided for and during all longer projects so the student can
gradually develop independence, learn to master time management, learn
better to plan ahead, and feel in control and comfortable; and so fall-out
of things remembered at the last moment is significantly reduced.
Support the student’s participation in the classroom
Give private, discrete cues to student to stay on task, cue the student in
advance before calling on him, and cue before an important point is about to
be made (example: "This is a major point.").
Allow adequate time for student to answer questions to permit the student
time to form a thoughtful answer.
Provide the amount of support and structure the student needs (not the
amount of support and structure traditional for that grade level or that
classroom/subject.
Identify the students strengths altering the format of a presentation to
take full advantage of the strengths (teach "to" the strengths).
As much as possible use high impact visual aids with lively oral
presentations to provide a more interesting and novel presentation of
lessons.
At all times avoid the use of sarcasm, continual criticism or bringing
attention to student’s different needs in front of his peers; and recognize
that this student will respond significantly better when encouraged and when
positive achievements are noticed and mentioned.
Classroom and Homework Assignment Adaptations
Allow the student to begin an assignment and then go to the teacher after
the first few problems are done for confirmation that he/she is doing the
assignment properly, and to receive gentle correction or praise.
Encourage the use of books-on-tape to support students reading assignments
(The National Library Services provides books-on-tape for individuals with
disabilities - including textbooks).
Provide the student with published book summaries, synopses or digests of
major reading assignments to review beforehand (example: Cliff Notes for
literature studies).
Periodically, if needed, modify classroom and homework assignments
(examples: student does every 2nd or 3rd problem, or have the student use a
timer and draw a line across their homework page and the end of 15 minutes
of sustained work).
Make a second set of books and materials available for this student to keep
a back-up set at home
Alter Testing and Evaluation Procedures
Prior to the test, provide the student with specific information, in writing
if necessary, about what will be on the test or quiz.
Provide the student with a practice test or quiz to study the day before the
actual test or quiz. (Pre-review)
Allow the student more time to complete quizzes, tests, exams and other
skill assessments when needed (including standardized tests) to eliminate
possible test anxiety. Information retrieval can be complicated by ADD/LD.
When more time is available to complete an assignment, test, quiz or final
exam, should it be needed, memory retrieval is improved and test pressure
interferes less with the ability to retrieve and express what is known.
The student will inform the teacher of his need for additional time by
writing a note on the test to arrange for more time whenever he/she is
unable to finish a test in the standard amount of time provided to other
students.
Provide the student with other opportunities, methods or test formats to
demonstrate what is known.
Allow the student to take tests or quizzes in a quiet place in order to
reduce distractions.
Consider allowing this student to use a calculator when it is clear the
student understands math calculation concepts.
Always allow this student to use a calculator to check his/her work.
Alter the Design of Materials
Tests should always be typed (not handwritten) using large type; and all
duplicated materials must be clear, dark and easy to read. The simpler and
less distracting the page, the better. With that in mind, questions that are
not a part of the test and are not to be answered should be removed from the
student’s view.
Whenever possible the instructions should always been next to the questions
to which they relate, and test questions should visually stand-out from the
test answers (on multiple choice, matching, etc.).
Review the design of the test to assure that the test questions are ordered
in a logical, sequential manner (example: test questions should be arranged
to progress logically through the material be tested, e.g., Section 1 to
Section 2 to Section 3 to Section 4, etc., with no skipping around between
one section and another).
Provide Training and Guidance for Study Skills, Test Taking Skills, and
for Time and Organizational Planning
Skills Training (Incorporate All of These Into Each Subject Area)
Provide the student with a regular program in study skills, test taking
skills, organizational skills, and time management skills.
Provide daily assistance/guidance to the student in how to use a planner on
a daily basis and for long-term assignments; help the student plan how to
break larger assignments into smaller, more manageable tasks.
Help the student set up a system of organization using color coding by
subject area, especially with materials that need to be stored in a school
locker during the day.
Teach the student how to identify key words, phases, operations signs in
math, and/or sentences in instructions and in general reading.
Teach the student how to scan a large text chapter for key information, and
how to highlight important selections.
Teach the student efficient methods of proof-reading own work.
Across all subject areas, display and support the use of mnemonic strategies
to aid memory formation and retrieval.
Support alternate methods of outlining such as "mind-mapping" or
"clustering."
Skills Guidance and Support
Provide consistent coaching from all teachers to support—organizational
skills, time management skills training, study skills training, test taking
skills.
Designate one teacher as the advisor/supervisor/coordinator/liaison for the
student and the implementation of this plan, and who will periodically
review the student’s organizational system and to whom other staff may go
when they have concerns about the student; and to act as the link between
home and school.
Permit the student to check-in with this advisor first thing each week
(Monday mornings) to plan/organize the week and last thing each week (Friday
afternoons) to review the week and to plan/organize homework for the
weekend.
Support the formation of study groups, and the student seeking assistance
from peers, encourage collaboration among students.
Create a Safe Environment for Learning:
Employ Effective Motivational Techniques for the Student
Employ Administration, faculty and counselor initiatives
Match student’s needs and learning style with teachers who have the
appropriate attributes to provide the student with the best education and
support possible and who know how to create ("engineer") opportunities for
academic and social success, can increase the frequency of positive,
constructive, supportive feedback, and can identify, recognize, reinforce
and build upon the student’s strengths and interests.
Recognize EFFORTS the student employs toward attaining a goal and recognize
the problems resulting from skill deficits vs. non-compliance.
Look for positives. Provide immediate feedback to the student each time and
every the student accomplishes desired behavior and/or achievement - no
matter how small the accomplishment.
Create a non-threatening learning environment where it is safe to ask
questions, seek extra help, make mistakes and feel comfortable in doing so.
Provide this student with an environment where it is safe to
learn—academically, emotionally and socially, give any needed reprimands
privately and whenever possible, provide public recognition for student
accomplishments, encourage empathy and understanding from faculty, staff and
peer group, and do not permit humiliation, teasing or scape-goating.
Provide clearly stated rules and consequences and expectations that are
consistently carried out for all students.
Praise in public, reprimand in private.
Parental Involvement
Teachers must report to the parent any time one of theses interventions
and/or accommodations seems to be ineffective so the committee can
re-convene and modify the plan as needed.
Designate one teacher as the advisor/supervisor/coordinator/liaison for the
student and the implementation of this plan, and who will periodically
review the student’s organizational system and to whom other staff may go
when they have concerns about the student; and to act as the link between
home and school.
Involve parents in selection of the student’s teachers.
Use the student's planner for daily communication with the parent.
Each teacher is to send home the weekly communication sheet at the end of
each school week.
Using the weekly communication sheet, inform the parent and/or advisor, in
advance, when special or long-term projects are assigned.
Teacher Attitudes and Beliefs
Accept characteristics of ADD/LD, especially inconsistent performance.
Recognize that student with ADD/LD perform at their best in a safe
environment—academically, emotionally and socially. Sarcasm, bringing
attention to deficits, constant criticism are to be avoided at all times.
Children with ADD/LD respond significantly better when they are encouraged
and feel safe to make mistakes.
Send student’s teachers to in-service workshop.
Provide student’s teachers with reading material on ADD/LD.
Instruct the teachers about how stimulant medication works, and avoid any
derogatory comments about the student’s use of medicine or of the medicine
itself.
Recognize that medication is only a part of the answer and does not address
a students comprehensive needs all by itself.
Recognize that no two students with ADD/LD are alike and that there are
multiple approaches to working with each ADD/LD student that can and will be
different from student to student.
Encourage teachers to be flexible.
Accept poor handwriting and printing.
Do not and/or stop attributing students poor performance to laziness, poor
motivation, or other internal traits.
Recognize that ADD/LD is neurological and beyond the control of the student.
Prepared by Rebecca Chapman Booth
Accommodation References:
"Clarification of Policy to Address the Needs of Children with Attention
Deficit Disorders within General and/or Special Education," Memorandum to
Chief State School Offices from the U. S. Department of Education, Office of
Special Education and Rehabilitation Services and the U. S. Department of
Justice, Office of Civil Rights, 1991.
Teaching Strategies: Education of Children with Attention Deficit Disorder,
Ellen Schiller, Chief of Directed Research Branch and Jane Hauser,
Dissemination Specialist, Division of Innovation and Development, Office of
Special Education Programs, U. S. Department of Education with the
Chesapeake Institute and Warger, Eavy and Associates, 1994.
Education/504 Information Packet from the Michigan Protection and Advocacy
Services, Children’s Advocacy Service, Lansing, Michigan
"The Rights of Individuals with Handicaps Under Federal Law," U. S.
Department of Education and the Office for Civil Rights
ADHD In the Schools: Assessment and Intervention Strategies by George J.
DuPaul and Gary Stoner (Forward by Russell Barkley), The Guilford School
Practitioner Series, The Guildford Press, 1994.
CH.A.D.D. Educators Manual: An In-Depth Look at Attention Deficit Disorders
from an Educational Perspective, by Mary Fowler in collaboration with
Russell Barkley, Ph.D., Ron Reeve, Ph.D. and Sydney Zentall. Ph.D., 1992.
Education of Children with Attention Deficit Disorder: Facing the Challenges
of ADD. A Kit for Parents and Teachers. A Product of the Division of
Innovation and Development, Office of Special Education Programs, Office of
Special Education and Rehabilitative Services, U. S. Department of
Education. Distributed by CH.A.D.D. and the Council for Exceptional Children
Matrix of Recommended School Interventions for ADHD Students, Children’s
Hospital of Michigan, 1994.
Teenagers with ADD: A Parents’ Guide, by Chris A Zeiger Dendy, M.S.,
Woodbine House, 1995
Taming the Dragons: Real Help for Real School Problems, by Susan Setley, M.
Sp. E., Starfish Publishing, 1995
ADHD: A Guide to Understanding and Helping Children with Attention Deficit
Hyperactivity Disorder in School Settings, by Lauren Braswell, Ph.D.,
Michael Bloomquist, Ph.D., Sheila Pederson, Ma., Ed.S., University of
Minnesota, 1991.
The Attention Deficit Disorders Intervention Manual, Hawthorne Educational
Services, Inc., 1994
The Gifted Learning Disabled Student, CTY Publications and Resources, Center
for Talented Youth, Johns Hopkins University.
Attention Deficit Disorders Intervention Manual, Stephen B. McCarney, Ed.D.,
Hawthorne Educational Services, Inc., 1994.
Study Skills for Students in Our Schools: Study skills and instructional
intervention strategies for elementary and secondary students, Stephen B.
McCarney, Ed.D. and Janet K. Tucci, M. Ed., Hawthorne Education Services,
Inc., 1991
(c) 1998, Rebecca Chapman Booth. Reprinted from the
Attention Deficit Disorder
Association.
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School systems are responsible for assuring that transition planning becomes
a component of the IEP beginning at age 14; however, it may be necessary to
start transition planning much earlier in order to allow the student to
achieve meaningful post-school outcomes. (From the Georgia Department of
Education's Transition Manual) Read more about the topic in the
Roadmap
Transition section. |
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