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Top Accommodations:

Use different types of pens and pencil grips

Use handouts or typed copies of notes

Allow extra time to take notes

Use an audio recorder or a laptop

Teach cursive

Use graph paper for math problems

Break writing assignments into manageable steps

Allow for alternative responses instead of written

Allow someone else to write for the student

Allow speech-to-text tools

Provide paper with raised lines or different colors

Work on time management

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Each person complete for each person in your group.

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Each person complete for each person in your group.

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Use qualities listed here.
https://drive.google.com/file/d/1BFxxNeXcKa6L9yYdsSd4a1IFnRxZOG8i/view?usp=sharing

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Final Project Adaptations and Management

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Students with Down Syndrome are capable of learning and being a successful student.

Students with down syndrome should be included in general classroom. This allows students to practice social skills like talking and listening.

Students often have slower processing abilities which require often rephrasing and repeats. Students will have to practice skills often to be able to do it independently.

For those who struggle with general communication and emotional communication use visuals to relay messages.

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Traumatic Brain Injury - Elizabeth Rossini

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Traumatic Brain Injury - Elizabeth Rossini

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1. AVOID the power struggle
2. ODD cannot be treated through medication
3. Create a safe place for students with ODD that they can go to when they start to become overwhelmed
4. Start fresh everyday
5. Students with ODD are looking for someone to connect with, BE that someone to them
6. 2-16% of children have ODD in early childhood

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Methods for modifying instruction for students with Specific Learning Disabilities.:

Provide text-to-speech technology or other audio resources (like Bookshare)

Provide information in large text, with less visual stimuli

Provide instructions in multiple modalities - such as written on the board, written in sequential directions, or read aloud.

Break up large chunks of information into smaller pieces, with additional visual organization (such as graphic organizers,  structured notes, word banks, fill-in-the-blank assignments)

Modifying the physical environment

Provide seating in the front of the room in order to provide for more teacher check-ins for understanding and less distraction for the student

Provide a quiet space for completing assessments and assignments.  Or allow noise cancelling headphones.

Modifying activities and assessments

Allow for extra time for verbal responses to activities or assessments

Allow for verbal responses, or use of speech-to-text software.  Or in elementary or middle    school, provide more hands-on assessments if applicable.

Allow use of notes, personal dictionary, etc…

Allow taking tests across multiple days in smaller sections.

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Tourette Syndrome Information Sheet Noah Anderson Completed

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“I wish people would understand that Autistic people have their own voices.” (Name unknown, Mass General Giving)

“I think if your autistic, your autistic. And really the, the only true cure, I think, is really what I have gotten over the years, which is support and love.” (Name unknown, Mass General Giving)

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1. Students struggle with reading, writing, spelling and memory.
2. Dyslexics are creative thinkers.
3. Although students present as cognitively low, they often have normal to high intelligence.
4. Technology is very supportive for students with Dyslexia including: calculators, grammar and spelling check software, text-to-speech/speech-to-text programs and audiobooks.
5. Avoidance of difficult tasks are perceived as "lazy" or "unwillingness".

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A resource page for educators : secondary students with SLD/Dyslexia

Dyslexia is a neurological disorder that falls in the category of specific learning disability (SLD). It affects word recognition, spelling, and decoding abilities as a result of a deficit in the phonological component of language as compared to other cognitive abilities. It can also result in difficulties with reading comprehension and vocabulary.

International Dyslexia Association. (2021). International Dyslexia Association - . . .until everyone can read! https://dyslexiaida.org/

Most Common Characteristics of Dyslexia in Secondary Students

Grade 6-12

Reading slowly and leaving out parts of words.

High IQ or intelligence but doesn't test well academically. Often gifted in other areas such as Art.

Struggling to search for words or substituting incorrect words.

Trouble with reading comprehension.

Has easier time understanding when read out loud.

Trouble with writing

Can do math in head or with other tricks but struggles to write on paper.

Trouble telling time or with time management.

Prefer to think in pictures.

For more characteristics of dyslexia, please see the following sites:

https://www.dyslexia.com/about-dyslexia/signs-of-dyslexia/test-for-dyslexia-37-signs/

https://dyslexiaresource.org/what-is-dyslexia/

Dyslexia affects 1 in 5 or 20 percent of the population and represents 80-90 percent of all those with learning disabilities. It is the most common of all neuro-cognitive disorders. Dyslexia occurs in people of all backgrounds and intellectual levels. Dyslexia runs in families; parents with dyslexia are very likely to have children with dyslexia.

https://dyslexia.yale.edu/dyslexia/dyslexia-faq/

The causes of dyslexia are not completely known but experts do know that heredity and brain differences are involved. Difficulties in the brain area of language and speech sounds plays a part. The following article on Neurobiology of Dyslexia defines these in detail:

Norton, E. S., Beach, S. D., & Gabrieli, J. D. (2015). Neurobiology of dyslexia. Current Opinion in Neurobiology , , 73-78. https://doi.org/10.1016/j.conb.2014.09.007 30

Top Ten Accommodations for Secondary Students Grade 6-12

Provide visuals

Verbal instruction

Repetition of instruction

Audio format (Audiobooks, text to speech)

Larger print/Highlighted text (Important points)

Mnemonics/songs/poems to help memory

Speech to text/text to speech software

Spelling and grammar check software

Calculators

Extra time for reading

For more accommodations see:

https://dyslexiaida.org/accommodations-for-students-with-dyslexia/

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A resource page for educators : secondary students with SLD/Dyslexia Dyslexia is a neurological disorder that falls in the category of specific learning disability (SLD). It affects word recognition, spelling, and decoding abilities as a result of a deficit in the phonological component of language as compared to other cognitive abilities.

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1. Language Impairment does not equal intellectual disability.
2. Patience and understanding can go a long way. Don't rush them!
3. Folks with speech or language impairments can often exhibit frustration from being misunderstood and can be resistant to school work.
4. Technology such as smart phone or tablet apps are an excellent way to assist communication.
5. Breaking content down into simpler language and more attainable goals will help these learners.

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Use multi-modal, holistic approaches, building scaffolding skills, supporting sensory integration and self-regulation, and focusing on attention, speech/language, communication, social functioning, and student motivation

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1. Students want to learn even though they may not show it.
2. Students may need more break or things explained in a different way than other peers.
3. Students need skills re-taught and skill building is foundational.
4. They may struggle academically, but might not always verbalize their struggles.
5. Their behaviors although may seem controllable are often not within their control.

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Choose your topic. Click the + under the correct column for your topic alphabetically.
Title the Topic by Exceptionality
Link your materials that answer the Final Project requirements in the area under the topic.
Write your cheat-sheet for teachers dealing with this exceptionality. What five things should s/he keep in mind?