| Oral Communication |
- provide model for learner to imitate
- repeat then rephrase instructions
- use a tape recorder for learner to record own speech for self-correction
- give assignments in small groups to facilitate language development
- allow learner to speak or read aloud first to reduce anxiety
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- allow advanced practice of oral presentations
- eliminate competitive practice activities (e.g./ timed drills, spelling bees)
- accept oral responses commensurate with language abilities
- have learner read orally to teacher or peer
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| Reading |
- read assignment orally to learner
- use variety of teaching methods and materials
- allow learner to use books on tape or have peers read aloud
- allow learner to read aloud or silently, whichever is the most comfortable and increases comprehension
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- use word banks and personal dictionaries
- display and use rule/pronunciation guide
- reduce amount of text by providing condensed notes of the assignment
- pair written word with picture of word representing meaning
- color-code sound and word patterns
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| Math |
- use manipulatives
- allow use of calculator
- allow learner to answer orally
- provide a recorder or have peer write or transfer written work or answers
- use graph paper to write individual digits in number problems
- extend time to complete assignments
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- reduce difficulty of reading level for word problems
- allow learner to use strategies during assignments and tests
- grade pass/fail or change the grading scale
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| Writing |
- use oral responses to written assignments or tests
- allow use of word processors, spell checkers, grammar checkers, and word prediction software
- extend time to complete assignments
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- judge spelling only on spelling tests
- accept legible cursive or manuscript (printing) handwriting
- allow learner to dictate written assignments to peer recorder
- approve the use of outlines and visual organizers
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| ADHD |
- break tasks into sequential steps
- reduce or minimize distractions
- place learners near instructor
- use study carrels in the classroom
- provide small group or individualized instruction
- demonstrate task before asking learner to perform it
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- include/increase visual cues in notebooks, workbooks, and assignments
- use visual organizers to solve problems
- have learner summarize instructions before beginning tasks
- reduce the number of items on assignments and tests
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