Accommodations+Involving+Interactive+Instruction

Accommodations Involving Interactive Instruction

·  · Before Instruction o Note time allowed for instruction (example: Total instructional time and estimated time for teacher-directed instruction). o Determine lesson objectives (example: The student will be able to do….) o List pre-skills to review (example: before we begin let’s review...) · During Instruction o Frame lesson (example: Today we are going to learn.. This is important because…) o Present target skill (example: Listen and watch as I how you…) o Guide practice (example: Let’s try one together.:) · Correct errors and provide feedback (example: correct response – “that’s right”; hesitant response – “good” and repeat rue or procedure and incorrect or no response – use prompts on process errors and model correct responses on factual errors). o Prepare for independent practice (e.g., “Let’s do the first one together.”). · After Instruction o Monitor independent practice (e.g., circulate throughout the room and provide feedback to students through brief interactions). o Review new skills (e.g., review skills at the end of the lesson and systematically throughout the instructional year  · __ Repeat directions __ . – Asking to repeat the directions in their own words helps students who have difficulty following directions.  o If directions contain several steps, break down the directions into subsets.  o Simplify directions by presenting only one portion at a time and by writing each portion on the chalkboard as well as stating it orally.  o When using written directions, be sure that students are able to read and understand the words as well as comprehend the meaning of the sentences.  · __ Maintain daily routines __ . - Many student with learning problems need structure of a daily routine to know what is expected and what to do   o Provide copy of lecture notes. – The teacher can give a copy of the lecture notes to students who have difficulty taking notes during the presentation  o Provide students with a graphic organizer. – It is beneficial to present a student with an outline, chart or blank web to fill out during the presentation. This helps the student listen for key information and see the relationship among concepts and related information. · __ Use step-by-step instruction __. New or difficult information can be presented in small sequential steps. This helps learners with limited prior knowledge that needs explicit or part-to-whole instruction.  · __ Combine verbal and visual information __. - Verbal information can be provided with visual displays  · __ Write key points or words on the chalkboard __. - Prior to a presentation, the teacher can write new vocabulary words and key points on the chalkboard or an overhead transparency.  · __ Use balanced presentations and activities __. – An effort should be made to balance oral presentations with visual information and participatory activities. Also, there should be a balance between large-group, small-group, and individual activities.  · Use mnemonic instruction. · __ Emphasize daily review __. Daily reviews of previous learning or lessons can help students connect new information with prior knowledge
 * In a review of the literature, Wolgemuth, Cobb, and Alwell (2008) strongly support the use of mnemonic strategies for students with disabilities across settings.
 * SLANT mnemonic
 * **S**it up straight
 * **L**ean forward in desk
 * **A**ct interested
 * **N**od occasionally to signal understanding
 * **T**rack the teacher with your eyes