Possible modifications for learners’ with disabilities
Student’s Name
Course
Professor’s Name
Date
Possible modifications for learners’ with disabilities
Possible changes for learners’ diagnosed Hearing Impairment
- Keeping the instructions brief and less complicated and ensure you repeat precisely 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.
- Be flexible in allowing the students who are deaf to work with audiovisual materials independently and for a long 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 (Stinson, 2018).
- Keep hands or objects away from the face when speaking to learners.
- Use buddies that will help in the relay and rephrasing the information.
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.
- I am using visual promptsand cues such as pointing on the pages or highlighting the text.
- We are ensuring a distraction-free setting by use of separate rooms.
- Relay information, for instance, facts and definitions in songs and poems.
- Use response accommodation to allow students to have alternatives for the completion of assignments, activities, and tests.
Possible modifications for learners’ diagnosed Autism
- Give the learners choices
- Consider having handwriting alternatives such as the use of computers.
- Help the learners with 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.
- Prepare the learner for the upcoming change or transition in the usual routine.
- Read the material out loud to the learner if there is an issue.
- Break large assignments into smaller parts for the learner.
- Provide movement opportunities for the learner with hyperreactivity, such as allowing them to walk in the room and get drinking water.
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 a note-taking partner since they may have problems keeping up with writing notes.
- I am giving the learners a light homework load to get them to do the homework.
- They are giving extra time to give tests where the learner can easily show what they know.
- Letting the learner have errands for the teacher occasionally to help the hyperactive learn burn some energy.
- I am alternating the seated activities with physical activities.
- They are using a timer when the learners are taking turns, such as group discussions.
- Introduce a reward system where the learner can earn a privilege for behaving well.
- Provide the learner with a stress ball so that they can get satisfied if they have the urge to fidget without distracting the rest.
References
De Jager, P. S. (2018). Developing a conceptual framework supporting 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
Stinson, C. (2018). Beyond compliance: An approach to serving English language learners with disabilities. TESOL Journal, 9(4), 1-8. https://www.academia.edu/download/60169533/Stinson-2018-TESOL_Journal20190731-93795-18pasj5.pdf