Strategies to
support specific students in my class:
Autism (2—very different spectrums):
Symptoms:
when a child displays 6 or
more of 12 symptoms across three major areas:
- social interaction (such as the
inability to establish or maintain relationships with peers appropriate to
the level of the child’s development,
- communication (such as the absence
of language or delays in its development), and
- behavior (such as repetitive
preoccupation with one or more areas of interest in a way that is abnormal
in its intensity or focus).
· Let student work on
computer.
· Work together with the
student’s parents to create and implement an educational plan tailored to meet
the student’s needs. Regularly share information about how the student is doing
at home and at school.
· Lots of opportunities for
practice and positive reinforcement
· Consistency, routine, schedules;
prepare students for change ahead of time
· Lots of opportunities for social
and collaborative interactions to build social development skills
· Clear instructions, step-by-step,
verbal, visual, and physical supports and prompts, as needed (be aware of
miscommunication that can occur due to difficulties in reading facial
expressions, tone of voice, and body language).
· Be as concrete and as explicit as
possible.
· Discover the students’ strengths
(auditory) and interests (video games, Star Wars) and make connections to this
to help engage students in material (especially when abstract)
· Tasks have clear goals (sometimes
rewards)
· Clear beginnings and ends
· Lots of scaffolding to prep for
new activity, like graphic organizers, manipulatives, modeling (typically
resistant to change)
Cerebral Palsy
· No mental or learning
disabilities (highest grade in the class)
· Slowed speech and difficulties in
physical movements
· Sits near the door with most
accessible path
· Extra time to get to class
· Extra time on tasks, as needed
Symptoms: Students have hard time
sitting still and focusing; get distracted easily
Strategies:
· Sit in front of room
· Environment around student’s desk
is free from distractions
· Seat next to focused, model
students
· Teacher instruction should by
dynamic and engaging
· Mix up activities frequently so
student not sitting still for too long (better for everyone)
· Does better with kinesthetic,
hands-on activities (labs, projects, group work, hands-on manipulatives).
· Too help increase focus, provide
students with graphic organizers and color-coding to help organize thoughts
· Assign one task at a time; break
things down into steps (chunking)
· Provide students with oral
instructions in conjunction with something visual (handout, notes on board,
etc.)
· Post rules, schedules, and
assignments. Clear rules and routines will help a student with AD/HD. Have set
times for specific tasks. Call attention to changes in the schedule.
· Show the student how to use
an assignment book and a daily schedule. Also teach study skills and learning
strategies, and reinforce these regularly.
· Help the student channel
his or her physical activity (e.g., let the student do some work standing up or
at the board). Provide regularly scheduled breaks.
· Let student work on
computer.
· Work together with the
student’s parents to create and implement an educational plan tailored to meet
the student’s needs. Regularly share information about how the student is doing
at home and at school.
· Be willing to try new ways
of doing things (teacher reflection, modification, and flexibility
Mood Disorder (Anger)
· Student takes medication
· Close communication with parents
· Sits near front
· Lots of opportunities for
positive group interactions
· In group with outgoing males to
prevent bullying (peer teaching)
· Student very shy and intimidated
by teacher
· Lots of group activities with
peers he feels comfortable with
· Avoid cold calling but encourage
participation
· Lots of positive feedback and
support
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