Accommodations+Involving+Materials

Accommodations Involving Materials
=== n Use of audio recording – Many problems with materials are related to reading disabilities. The use of audio recording often is an excellent aid in overcoming this problem. Directions, stories, and specific lessons can be recorded on tape, a computer, or an audio file for an MP3 player. The student can replay the audio to clarify understanding of directions or concepts. Also, to improve reading skills, the student can read the printed words silently as they are presented on the audio file.  === === n Clarify or simplify written directions – Some directions are written in paragraph form and contain many units of information. These can be overwhelming to some students. The teacher can help by underlining or highlighting the significant parts of the directions. Rewriting the directions is often helpful.  === === n Present small amount of work – The teacher can tear pages from workbooks and materials to present small assignments to students who ar anxious about the amount of work to be done. This technique prevents students from examining an entire workbook, text, or material and becoming discouraged by the amount of work. Also, the teacher can reduce the amount of work with it appears redundant.  === === n Block out extraneous stimuli – If a student is distracted easily by visual stimuli on a full worksheet or page, then a blank sheet of paper can be used to cover sections of the page not being worked on at that time. Also, line markers can be used to aid reading, and windows can be used to display individual math problems.  === === n Highlight essential information – If an adolescent can read a regular textbook but has difficulty finding the essential information, the teacher can mark the information with a highlight pen.  === === n <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Locate place in consumable material – <span style="color: red; font-family: 'Calibri','sans-serif'; font-size: 11pt;">In consumable material in which students progress sequentially (such as workbooks), the student can make a diagonal cut across the lower right hand corner of the pages as they are completed. With all the completed pages cut, the student and teacher readily can locate the next page that needs to be corrected or completed. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> === === n <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Provide additional practice activities – <span style="color: red; font-family: 'Calibri','sans-serif'; font-size: 11pt;">Some materials do not provide enough practice activities for students with learning problems to acquire mastery on selected skills. Teachers then must supplement the material with practice activities. Recommended practice exercises include instructional games, peer teaching activities, self-correcting materials, computer software programs, and additional worksheets. === === n <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Provide glossary in content areas <span style="color: red; font-family: 'Calibri','sans-serif'; font-size: 11pt;"> – At the secondary level, the specific language of the content area requires careful reading. Students often benefit from a glossary of content-related terms. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> === === n <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Develop reading guides – <span style="color: red; font-family: 'Calibri','sans-serif'; font-size: 11pt;">A reading guide provides the student with a road map of what is written and features periodic questions to help him or her focus on relevant content. It helps the reader understand the main ideas and sort out the numerous details related to the main ideas. A reading guide can be developed across paragraphs, pages, or sections. ===