Who is your audience?
◦ Support general education teachers in the
elementary school classroom
◦ Provide a structure for communication between
classroom teacher and support staff
◦ Develop common criteria and vocabulary to ensure
consistency
◦ Provide supports and accommodations to be used
in the classroom
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Difficulties in reading, both comprehension
and decoding
Difficulties in written language
Poor motor abilities
Oral language, expression difficulties
Difficulties in math, both reasoning and
concepts
Processing problems
Expressive and receptive language difficulties
Make sure organizational supports
Use of manipulatives, rhymes, and music
Reinforce information through pre-teaching, reviewing, and
re-teaching
Provide graphic organizers, outlines, and study guides
Chunk information and break apart assignments into more
manageable tasks
Behavioral or emotional response are very
different for their age and can affect
academic performance
Is not adjusted socially
Withdrawn
Can show aggression
May exhibit anxiety
May exhibit depression
Understand triggers that may precipitate behavior so that it can
be avoided
Help students to self-monitor and evaluate his/her own
behaviors
Work to help improve self esteem and confidence
Use positive behavior contracts with students that include
strengths and interests of the student
Put a system in place that the student can cue the teacher to let
him/her know that they need support
Include breaks if needed
Let the student understand that each day starts clean
May have trouble with articulation
May leave out words or pronounce them incorrectly
May have difficulty in fluency
May have problems receiving and producing language
Comprehension and/or the use of spoken, written
system does not work properly
Speech is so far from that of others that it is noticeable
and interferes with communication
May experience social problems
(Friend and Bursuck, 2015)
work on vocabulary
social language
use verbal, visual, and written organizers to prepare
students to listen
simplifying vocabulary, sentence structure, chunking
information
teach listening skills directly
teach within the context of functional areas
Student
strengths and needs vary a lot
May include poor gross/fine motor skills
Sensory disturbance
Altered muscle tone
May require altered use of mobility
May require adaptive material or
equipment
Use of adaptive equipment to support learning
and activities
Extra time to complete assignments
Awareness of physical environment so that
rearrangement of furniture takes place when
needed
Allow breaks/rest when needed
Use of assistive technology to help with
written work
Learn at a slower pace
May reach a point in which learning levels off
Identified between birth and 18 years old
(Friend and Bursuck, 2015)
Difficulty maintaining skills
Difficulty generalizing skills learned in one setting, or
applying skills to new situations
Pull out essential understandings to focus on
Chunk information
Provide visuals to aid instruction
Provide scheduled breaks if needed
Pre-teach, reteach
Provide a structure for organization
Extra time to complete assignments
Establish routines and a predictable environment
Provide social stories
Provide visual schedules
May miss meanings of words
May have lower grades
May have a difficult time learning
vocabulary
Can sometimes be immature, having
missed a lot of social language
Can affect the ability to understand
language
(Friend and Bursuck, 2015)
Stand in one location, rather than a lot of
movement around the room
Face the class when presenting information
Use a visual to present information
Write down major facts being discussed
Learn sign language
Have student sit near teacher
(Friend and Bursuck, 2015)
Difficulty learning new information learned visually
Has the same intellectual abilities
May have learning difficulties because they can't use
vision to process information (Douglas et al, 2011)
Difficulty judging distance
May have variance in social/emotional development
Unusual eye movements
Give specific directions
Allow for movement close to activities
Have seating in a place that will enhance visual learning
Use wide markers with thick black lines when writing on board
Talk about what is being written on the board
Additional time to complete assignments
Allow breaks as needed
Use student names when calling on them
Use of Braille or computers set up for their needs
Large Print or recorded text as needed
(Friend and Bursuck, 2015)
Presence
of both vision loss and
hearing
Disability that causes severe
communication and other related
problems
Adversely affects performance and
learning in the classroom
Use
of augmentative and Alternative
Communication Devices
Require highly specialized services to
support their education
Use of touch cues and object cues, tactile
fingerspelling, sign language
Use manipulatives and color coded models to show process
of finding equivalent fractions
Make sure to space problems out on the page
Use Venn diagrams with parts filled in to start and help with
organization
For written work, provide graphic organizers
Provide labeled diagrams for parts of the digestive system
Provide word banks and sentence starters in order to
demonstrate an understanding of the words in context
Breaks will be given as needed or scheduled during the time
period
The use of a visual timer will help to identify time working
with breaks
Provide only a few questions per page and space out text into
chunks/parts
Have students act out in a line where numbers fall on a
number line
Provide fidgets as needed to help with focus
Provide a “To Do” list that follows the schedule for the day
Extra time and practice will be given before the
presentation of information.
Work with the speech pathologist during “push-in” will
also help
students to feel comfortable with the fluency of their
final presentation.
Use of graphic organizer
Read aloud text
Use of alternate keyboards when necessary to type
information learned
The program Dragon can also be used to display speech to
text
Slant board to help with writing
Extra set of textbooks to keep at home
Timed tests can be taken on computer rather than written
An ALD hearing device will be used to help focus on
the teacher’s voice and eliminate distractions around
the room
The instruction will be very clear and also written on
the board
Books on tape to support reading
Chunk assignments together and use technology as a
visual to organize into groups
Use of heavy lines on whiteboard, paper, lighting on
projector, and graphic organizers will be used to help
organize the information
The information will be spaced, with not too much on
one page
They can also use Inspiration in order to set it up chart
in a more visual way with pictures to support
Provide extra space to solve problems
Have students sit close to instruction taking place
Use
of manipulatives to provide tactile
support in reinforcing skills
Use post it notes and have students
physically graph the results in a group
Have student sit close to instruction and
modeling taking place
Break assignments into smaller tasks in order to focus
on one main concept at a time
Provide additional time for reading and assignments
Use manipulatives and technology app to show
simplified steps
Color code process
Provide notes for student to use to graph results
Read aloud questions and directions
Provide assignments in segments to help break down
components to the project
Allow for flexibility of art tools, understanding that some
art medium may be more physically challenging than others
Allow use of technology
Allow child to stand if necessary
Before drawing or writing, have students do a few hand
exercises to help with flexibility
Provide written and oral directions, with visuals to support
project
Reduce the amount of items that need to be completed
Allow for extra time to complete work
Allow for multiple ways of representation, including
auditory, visual, and kinesthetic formats for both
instruction and presentation
Allow students to express their understanding in a
variety of ways
Provide technology as a tool to develop musical sounds
Provide headphones to eliminate loud noises
Allow for movement rather than sitting at desk
Provide extra time to allow for repetition
Keep lessons more concrete for student
Demonstrate/model activity
Reduce the distance of activity
Provide equipment that allows for use of students with
limited physical movements
Vary the size of the equipment
Adapt the rules if needed, allowing student in wheelchairs
the opportunity to carry the ball in lap while pushing
wheelchair
Use equipment that provides an auditory noise when
contact is made
Provide visuals to demonstrate activity
Allow student to stand closer to target
Allow extra time, or turns in activity
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1. Evidence Based Intervention Network: http://ebi.missouri.edu
This is a great site for both general and special education teachers. It
provides various steps and interventions in the RTI process. Evidence based
interventions, assessments, resources, and trainings are available to support the RTI
process.
2. PBIS World: http://www.pbisworld.com
This website offers many behavioral interventions across Tier 1, 2, and 3
groups. There are resources that include information on behavior, testing, and
evaluations.
3. Differentiation in Special Education: Differentiating Instruction for Successwww.specialed.about.com/od/integration/a/root.htm
This site is filled with resources to support students and teachers. Checklists available for
various topics were helpful. Great to use as a reference guide and includes free newsletters.
4. Special Education Guide: www.specialeducationguide.com
This is a site that provides information on Response to Intervention,
IEP’s, behavior and classroom management, inclusion, and the
parent/teacher partnership. This is a great site that offers supports and
strategies for both educators and parents.
5. Intervention Central: www.interventioncentral.org
This site offers extensive interventions for both academics and
behavior in the classroom There are many RTI resources available, along
with accompanying videos.
6. Teacher Vision: https://www.teachervision.com
This site offers an extraordinary amount of resources and strategies to
help support students with special needs in the classroom. The site provides
resources by subject, behavior modifications, educational technology,
assessments, classroom management, as well as resources to support various
academic and behavioral needs.
1. Buron, K. (2006). When My Worries Get Too Big!: A Relaxation Book for
Children Who Live with Anxiety. Shawnee Mission, KS: Autism Asperger
Publication.
This is a book that allows children to participate in developing calming
strategies to cope with anxiety. There are different teaching activities that children
can learn about through wonderful illustrations.
2. Elder, J. and Thomas, M. (2005). Different Like Me: My Book of Autism
Heroes. London: Jessica Kingsley.
This book is about a young boy who has Asperger’s Syndrome, who talks
about all of the heroes who also have autism. It looks at different characteristics
and challenges while also observing how each has exelled.
3. Hoopmann, K. (2009). All Dogs Have ADHD. London: Jessica Kingsley.
This is a book that uses cute pictures of dogs to help look at the
characteristics of ADHD. It is helpful for children, parents, teachers, and
siblings, in understanding what it might be like to have ADHD.
4. Maguire, H. (2000). Special People, Special Ways. Arlington, TX: Future
Horizons.
This book combines rhymes and illustrations, portraying positive
pictures of children with different disabilities. This a great book that promotes
tolerance and helps others to understand children with disabilities.
5. Petrillo, G. and Lyon, L. (2007). Keep Your Ear on the Ball. Gardiner, ME:
Tilbury House.
This story is about a boy who is blind and wanting to do everything
by himself. It looks at how children can work together, but also allow for
independence.
6. Woloson, E. and Gough, B. (2003). My Friend Isabelle. Bethesda, MD:
Woodbine House.
This is a story that looks at what makes friendships special, focusing
on a character who has Down Syndrome. It encourages children to talk about
differences in the world around them.
American Federation for the Blind. (n.d.). Retreived from www.afb.org
Buron, K. (2006). When My Worries Get Too Big!: A Relaxation Book for
Children Who Live with Anxiety. Shawnee Mission, KS: Autism Asperger
Publication.
Classroom Teacher’s Guide to Instructional and Curricular Modifications:
Making
the
Curriculum Accessible to All Students: Helping
Studetns with ADD/ADHD, Learning Disabilities, and Behavioral Disorders.
(2006). The
Master Teacher and SFX SportsGroup.
. Elder, J. and Thomas, M. (2005). Different Like Me: My Book of Autism
Heroes. London: Jessica
Kingsley.
Friend, M., & Bursuck, W. (2015). Including students with Special Needs: A
Practical Guide for Classroom Teachers.
Hearing Loss Association of America. (n.d.). Retrieved
from www.hearingloss.org
History: Twenty-FIve Years of Progress in Educating
Children with Disabilities Through IDEA. (n.d.).
Retrieved from www.ed.gov/offices/osers/osep
Hoopmann, K. (2009). All Dogs Have ADHD. London:
Jessica Kingsley.
LD Online: The World’s Leading Website of Learning
Disabilities and ADHD.
(n.d.). Retrieved
September 6, 2015, from
http://www.ldonline.org/
. Maguire, H. (2000). Special People, Special Ways. Arlington, TX: Future
Horizons.
National Center on Deaf-Blindness. (n.d.). Retrieved September
14, 2015, from Understood For Learning and Attention
Issues. (n.d.). Retrieved September 6, 2015, from
http://www.understood.org
Petrillo, G. and Lyon, L. (2007). Keep Your Ear on the Ball. Gardiner,
ME: Tilbury House.
Woloson, E. and Gough, B. (2003). My Friend Isabelle. Bethesda, MD:
Woodbine House.
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