When giving basic skills instructions accommodations may need to be made in the selection and sequencing of examples, the rate of introduction of new skills, and direct instruction, practice, and review.
• Preparing example selections carefully can help students learn to differentiate different types of problems. Begin using sets of questions that require only one skill, and then gradually add other skills when students are ready. The examples should be selected and sequenced in similar ways in practice then in assessment.
• When introducing new skills, use small steps and allow opportunity for the mastery of skills. The rate at which new skills are introduced should be based on student’s performance so they can build a strong foundation. Do not reduce expectations for students who are capable of reaching the goals of the general curriculum.
• Retention is gained through direct instruction and sufficient practice. Some students need more frequent practice than others. The frequency of practice for a new skill can be gradually reduced over time.
• Background knowledge influences how much students can comprehend from a new subject matter. The instruction and material used to present new content relies on some background knowledge to be effective.
• The Prep strategy can help determine how much background information to present to the students before a reading assignment. The three stages are previewing the text or lesson and choosing a few important concepts, conducting a brainstorming session, and evaluating the student’s responses to recognize their prior knowledge.
• Anticipation guides help activate prior knowledge by having the students make predictions about what they expect to find in a text.
• Planning think sheets help writers focus on background information, the audience, and the purpose of a paper.
• Organize curriculum around big ideas to make connections across content areas clear to students. Advance organizers, cue words, study guides, and graphic organizers help students to recognize important information and main ideas, and helps students learn how to sort through information on their own.
• When introducing new vocabulary use examples that show what the word is and what the word isn’t. Use synonyms that students are familiar with already. Use positive and negative examples and ask questions to make sure the students understand the new word.
• Students with special needs may have difficulty with unclear written and oral information. They may not recognize that it is unclear and they may not have the tools to figure out what it means.
• When giving oral directions: give specific commands using concrete language, give directions one at a time, demonstrate instructions, use clear words and gestures to prepare the students for new directions.
• Asking questions assesses what your students have learned and helps point out what student’s have not understood. Asking questions helps students develop thinking skills and teaches them how to self-question.
• ‘When asking questions: phrase them clearly so the students know what kind of response you are looking for, ask both higher- and lower-level questions, adapt questions to the different abilities of the student’s in the class, give the student’s sufficient time to answer, give all student’s opportunities to answer.
• There is evidence that suggest parents can help their children succeed by showing affection, displaying interest in their schoolwork, and having high expectations. Parent tutoring does not prove to be as helpful unless the parent uses specific strategies also used in the classroom. Often other home activities can cause home tutoring to be les affective.
• When assigning seatwork to students: explain the task verbally and provide specific auditory or visual accommodations if necessary, add practice examples for the whole class and small groups as needed, provide alternative set of directions, highlight important words, allow students to help each other to make sure that all students have access to the directions.
• When assigning homework: adjust the lengths, offer extra help, set up peer tutoring and study groups, provide auxiliary learning aides, check in with students often, and allow various forms of responses.
• Parents should be over seeing homework and communicating with the school about homework. They can provide a good environment and talk about homework often to encourage students to complete their work.
• Environmental inventory helps teachers find out what modifications are necessary to increase the participation of students with disabilities in the classroom and community environments.
Resources
• Improving Word Identification Skills
• Graphic Organizers and Implications for Universal Design for Learning
• Collaborative Strategic Reading
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