If a student has difficulty in the following areas, then try this.

Becoming interested

• tell stories which relate-to peoples' lives
• establish relevancy
• provide concrete experiences
• read aloud story or article to stimulate interest
• seat student close to teacher

Getting started - give cue to begin work

• give work in smaller amounts
• provide immediate feedback
• sequence work
• provide time suggestions
• check on progress
• peer or peer tutor

Paying attention to spoken word

• give explanations in small distinct steps
• provide written backup to oral directions
• have student repeat directions -use buddies, tape recorder -shorten the listening time
• alternate spoken with written manipulative tasks
• look directly at student; place hand on student's shoulder (younger student)

*Following directions *Keeping track of materials or assignments -Paying attention to printed word

Following directions

• use fewer words
• provide examples
• repeat
• have student repeat
• provide checklist
• use auditory and visual directions

Keeping track of materials or assignments

• use notebook
• use large envelope for each subject
• keep extra supplies on hand
• provide assignment sheets to resource teacher and parents
• have student carry a mailbag
• write assignment on board
• give rewards for bringing supplies

Paying attention to printed word

• select a text
• highlight
• underline, number
• keep desk clear of extras
• face desk to wall or use carrel
• overhead transparency

*Reading textbooks *Completing tasks on time *Expressing him/herself verbally

Reading textbooks

• use lower level or adapted text- if available
• tape text
• shorten amount of required reading
• have students read aloud in small groups
• allow extra time for reading
• omit reading requirements
• put main idea on index cards
• oral tests
• use a buddy or allow group work
• pre-teach vocabulary
• give take home tests
• use larger type

Completing tasks on time

• reduce amount to be accomplished
• allow more time
• write schedules
• provide checklists
• provide closure at points along the way

Expressing him/herself verbally

• accept alternate form of information:
• written report
• art work
• exhibit
• chart/graph
• bulletin board
• Photos
• ask questions requiring short answers
• provide prompts
• give rules for class discussion
• teach student to ask questions in class
• question at the teaching level
• break him/her in gradually "by speaking" in smaller groups
• allow taped reports

*Staying on task * Learning by listening * Working in groups * Working independently

Staying on task

• reduce distraction
• increase reinforcements
• provide checklist
• reduce amount of work
• give time out
• provide quiet alternatives for a short time
• use a timer to set short periods of work

Learning by listening

• provide visuals
• use flash cards
• have student close his eyes and
• visualize the information
• spell by visualizing the whole word
• teach use of acronyms
• give explanations in small distinct steps
• remove extra words
• provide study guide
• Working in groups -provide a partner
• provide a student with a responsibility or position of leadership
• provide more structure by defining tasks and listing steps

Working independently

• assign task at appropriate level
• be certain the student can see an end to the task
• give precise direction.
• reinforce often
• provide a variety of types of work within the assignment

-Understanding what is read -Write legibly *Spelling *Understanding cause/effect/anticipating consequences:

• Understanding what is read -reduce the language level
• become more concrete
• reduce amount of new ideas
• provide experiences for a frame of reference
• provide study guide
• give organizational help
• provide alternate media
• remove extra words, Jane please sit, not Jane would you please sit in your chair
• use fill in the blank technique

Write legibly

• use formats low on writing:
  • multiple choice
  • fill in
  • programmed
• use manipulatives
• have student type
• allow use of tape recorder
• use graph paper
• save papers for two weeks and then have student read what they wrote
• teach writing directly

Spelling

• dictate word, ask student to repeat it
• avoid traditional spelling lists
• teach short easy words in context: ..on and on..right on! ..on account of
• have students make flash cards
• teach words by spelling patterns
• avoid penalizing for spelling errors
• hang words from ceiling during study time or post on board or walls for constant visual cues
• provide a tactile aid to spelling (letter of sandpaper, saltbox, etc.)

Understanding cause/effect: anticipating consequences

• use concrete examples
• use real life situations
• teach cause/effect directly..brainstorming..role playing..Simulation
• have students use their imaginations

Seeing relationships -Expressing him/herself in writing - Drawing conclusions and making inferences - remembering-

seeing relationships

• directly point out relationships
• draw arrows on worksheets or test to show that ideas are related
• class discussion
• teach directly, relations of: ..function..category..opposition..Sequence
• provide direct practice
• provide headings or a partially filled in chart for an example
• use a banner with symbols for ideas/events

Expressing him/herself in writing

• accept alternate forms of reporting:..oral report..tape recorded report..tape an interview..maps..photographic essay..Panel discussion
• have student dictate work to someone else
• have student prepare only notes or outline on subject
• shorten amount required
• Provide practice with--story starters--Open-ended stories

Drawing conclusions and making inferences

• teach thinking skills directly
• draw a parallel to a situation that the student might have experienced in problem solving

Remembering

• provide a checklist
• provide cues
• have students make notes to self
• teach memory skills
• teach use of acronyms and other mnemonic devices