2. Use Good Communication Techniques to Facilitate Listening/Speech Reading  Directly face the student and be in close proximity (3-5 feet)  Get the student’s attention before speaking  Stand in one place if possible  Speak at a slow/moderate level and speak clearly Environmental Adjustments  Ensure good lighting is available in the room while controlling glare  Avoid sitting/standing in front of a light source as this interferes with speech reading  Reduce background noise  Close doors to reduce noise from hallways  Modify chairs (i.e., tennis balls attached to chair legs  Modify desk (i.e., felt cloth/rubber cushions) to reduce noise level

3.  Set clear behavioral expectations and classroom routines  Actively teach appropriate social skills  Chunk longer assignments to minimize frustration  Read your own emotions and stay calm in the face of crisis  Behavior Plans should be implemented with consistency and fidelity  Catch them doing things right!

4.  Extra time to get from one classroom to another  Note takers, use of tape recorders, laptop word processors, or photocopying of notes from peers  Test accommodations: extended time, separate "quiet" place, scribes, access to adaptive computer stations, point to test answers  Special computer hardware/software; voice activated word processing, word prediction, keyboard modification, alternative mice  Extra time for assignments due to slow writing speed

5.  Allow additional time to complete in-class assignments  Allow for extra or extended breaks Provide student with instructor’s notes or help student obtain quality notes from other students  Allow student to audio record lectures for later playback  Provide both oral and written instructions; clarify instructions  Avoid placing student in high pressure situations (e.g., short time frames, extensive volume of work; highly competitive)

6.  Use of Sign Language  Use lots of visuals/manipulatives to communicate ideas.  Look directly toward students when speaking to facilitate lip reading

7.  Teach concepts in VERY small chunks  Assess learning frequently and provide immediate feedback  Teach information and new concepts using concrete materials (pictures, manipulatives, LOTS of hands on activities)  Avoid introducing concepts in the abstract  Demonstrate ideas to students then have them repeat what you have demonstrated immediately afterwards.  Create opportunities for frequent repetition and practice of skills  Teach life skills where applicable ( math for grocery shopping, reading bus schedules, ect)

8.  Teach skills in a manner that capitalizes on student strengths (Use the multiple intelligences to teach information!)  Differentiate the product and be creative about how you assess the student (Can they tell you what they have learned as opposed to write it?) Can they draw a picture that thoroughly explains what you have taught them?  Allow extended time for learning new concepts  Pair student with a stronger partner who can assist with completing difficult tasks and model appropriate skills (ie Fluency Partners for reading activities)  Teach organizational and study skills

9.  Be purposeful about classroom set up and space (is the environment easy to navigate?)  Create an environment rich in sensory learning (use sound, touch, smell and taste to teach concepts).  Make sure to provide appropriate materials for learning (Books on tape, braille materials, large print texts and materials, colored overlays for white paper)  Seat student close to blackboard or projector screen  Make sure student uses glasses or other seeing aids if required.

10.  Provide one step directions (receptive language)  Use LOTS of visuals to teach new vocabulary and concepts (receptive language)  Allow extended response time for items that require language expression  Read materials aloud to students where applicable

12.  Your task for this assignment will be to create a visual tool, flip chart, or organizer that functions as a quick reference tool that you will be able to use in your classroom. The chart should be designed to provide a list of possible accommodations and modifications for the following common learning challenges:  Reading Decoding/ Reading Fluency  Reading Comprehension (literal/inferential)  Math Computation  Math Application  Inattention/Task Completion  Executive Functioning (Organizing information and materials/Controlling Impulses)  Following Directions  Written Expression  Synthesis and Application of Basic Skills  Retention of Information

13.  Due April 23 rd, 2014  Requires Independent Research  Be Creative but make it user friendly  I will bring a sample flip chart for next class  The rubric for the assignment will be given to you next class

14.  Read the article: Getting from Here to There: UDL, Global Positioning Systems, and Lessons for Improving Education  Be prepared to participate in a Socratic Seminar next Class  The rubric will be e-mailed to you

15.  1. List two useful accommodations for students with Hearing Impairments.  2. List two specific tools you can use to address social skill deficits in students on the Autism Spectrum. (This is a review question)  3. Explain why giving multi-step directions to a student with receptive language deficits can make demonstrating learning difficult for that student. Send your answers to by responding to the group e-mail