Assignment 2
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Assignment 2
Possible modifications for learners’ diagnosed Hearing Impairment
- Keeping the instructions brief and less complicated and ensure you repeat exactly without paraphrasing.
- She is presenting the lecture information in a visual format, such as PowerPoint slides, chalkboard, handouts, and overheads (De Jager, 2018).
- Including ASL translators and assisting the students in finding effective note taker from the class.
- We are flexible in allowing the students who are deaf to work with audiovisual materials independently and for a long period of time.
- When the desks are arranged in rows, the front seats should be kept for the deaf students or those hard in hearing together with their interpreters.
- Allow some moments in the class for oral responses in discussions.
Possible modifications for learners’ diagnosed Dyslexia.
- We are extending time on small scalesto give the students long periods on timed tests and allow them to finish after school or do as homework.
- Use a large print and reduce the number of words per page to allow the students to be less distracted by the words around those they are currently reading (Hallett, 2017).
- Use of audio recordings or giving instructions orally to help the learners comprehend what they are learning without difficulties.
- Using graphic organizers that will organize the information in a visually logical manner.
- Allow more frequent breaks.
Possible modifications for learners’ diagnosed Autism - give the learners choices
- Consider having handwriting alternatives such as the use of computers.
- Help the learners with the organization, for example having all the students copy an assignment or pack their bags (Pinter, 2017).
- I am supporting transitions by use of timers throughout the lesson.
- Creating a comfortable classroom through the provision of seating positions and minimizing distractions.
- Offering the learners breaks to walk around and stop working.
Possible modifications for learners diagnosed with ADHD. - Seating the learners near the teacher and away from doors and windows.
- Allow the learners to tape-record the assignment as they have trouble remembering the spoken instructions (Pinter, 2017).
- They are providing the learner with note-taking partner since they may have problems keeping up with writing notes.
- Giving the learners a light homework load to get them do the homework.
- Giving an extra time to give tests where the learner can easily show what they know.
- Letting the learner to have errands for the teacher occasionally to help the hyperactive kids burn some energy.
References
De Jager, P. S. (2018). Developing a conceptual framework which supports teachers of learners diagnosed with Asperger’s syndrome and high functioning autism (Doctoral dissertation, Cape Peninsula University of Technology). http://etd.cput.ac.za/bitstream/handle/20.500.11838/2760/203071395-de%20Jager-Petronella%20Susanna-DEd-Education-Edu-2018.pdf?sequence=1
Hallett, E. (2017). Teachers’ self-efficacy when differentiating between language acquisition difficulties or possible learning disabilities in English language learners. https://dune.une.edu/cgi/viewcontent.cgi?article=1138&context=theses
Pinter, A. (2017). Teaching young language learners. Oxford University Press. http://sutlib2.sut.ac.th/sut_contents/H104336.pdf