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-Thinking and learning processes of students vary greatly from very gifted to severely challenged
-Visual aids, imitation, and structured environments enhance student’s learning

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~Structure and consistency is very important, it helps students function better
~isual Structures: Work stations should be defined with tape, strong visual cues- so that there is less auditory
~Fewer choices

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- Providing students with an interpreter notes for each lesson is integral to their success. Without them, they will miss a portion of the lesson by navigating their interpreter and their notes.

- Hold high expectations for all students they are capable, they just need assistive technologies to help them navigate the content.

Show a movie clip first to set the stage for the topic. If you don’t have a movie clip, you can make one of the experiment subject. If there is no interpreter, type the basic points. This extra time and clip could support several students in your classroom. It’s a very functional way to begin a lesson.

Hands-on learning helps just about everyone—especially students with hearing loss. Bolster it with insurance that the student understands the basic concepts. That’s your responsibility as a teacher. It’s also part of the responsibility of the SPED teacher but if that teacher does not understand the content….it’s your call.

If you use a DVD, make sure the captions MATCH the narration! Re-teach if it isn’t right.

Accommodations for students with hearing loss may include allowing the student to explain the concept to you in addition to keeping a science journal. Although ASL is not a written language, deaf students often write in that syntax which may be difficult to read.

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Visual Impairments:
~ Verbal Descriptions!!! Be super descriptive when you talk.
~ Using names! Use their name to get their attention.  Say who you are.. don't assume they'll know.
~ Familiarize student with science equipment before lab
~ Use textbooks with braille, use glue to outline images so they can feel it.
~ Large font, simple slides
~ Make arrangements for service animals.
Color Blindness:
~ Ask students what they need.
~ Use black and white when possible
~ Use symbols and shapes
~ Label colors

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Reading Strategies:

Encourage the student to listen to the material as they follow along in the text.

Outline the material in the text to help students find the main idea.

Teach note taking methods for science texts and class lectures.  Links to ideas:

http://tlc.uoregon.edu/learningservices/studyskills/lecturesreadings.html

http://en.wikibooks.org/wiki/Note_taking

https://sites.google.com/site/notetakingandstudyskills/note-taking-methods

Go over all material aloud and repeat and re explain any terms that may be unfamiliar.

Use grade-level vocabularly

Use knowledge rating scale

Vocab strategies: word dective, visual association sheets, graphic organizers, vocab notebooks

Study skills

Organizational Strategies

Teach students to avoid procrastination

Science notebooks

Links about notebooks: http://www.readingrockets.org/article/42347/

http://www.sciencenotebooks.org/

http://seagrant.uaf.edu/marine-ed/curriculum/science-notebooks.html

http://sciencespot.net/Pages/ISNinfo.html

Homework assistance: Use a planner, set an alarm, make a homework folder

Use online school database like Schoology.

Have students identify an app that they will like and use.

Have folder for absent work

Use binders

Studying and Note-Taking:  Make sure pages are dated and include headings.  Give daily time to study, organizer, and check notes. T

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Instructors should be open to the idea of students taping lectures.

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Motor Impaired/Orthopedic Disability (In the Lab)

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Motor Impaired/Orthopedic Disability (In the Lab)

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- Assign a thoughtful lab partner. One who can help to reach or manipulate objects as needed, but will not complete tasks for the student with a disability.
- Be aware of, and prevent the possible overheating of students who have poor heat regulation.
- Use electric hot plates instead of Bunsen burners as heat sources.
- Working with the student, consider using alternate procedures while not disengaging the student from the activity.

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Words like “running” or “walking” are appropriate. Sensitivity to these words is unnecessary. People who use wheelchairs use these words as well.

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Ask the student to let you know when he/she needs assistance. Allow the student to be his/her own advocate.

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Do not lean on a student’s wheelchair, walker, or other assistive device. These are part of the student’s body space.

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Important to have positive experiences with science early on.

Students know far more than they can articulate.

Devise more ways to check for understanding- yes or no questions.

Be careful how you phrase questions, so you're giving students the opportunity to explain their answer.

Break it down.
Provide many reading and writing opportunities.

Do not "water down" the content.

Demonstrations!

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-it is like a neurological "traffic jam" that prevents certain parts of the brain from receiving information needed to interpret sensory information correctly.
-Physical accommodation: use a carpet square for each child to keep them in their own space
-Visual accommodation: keep visual distractions to a minimum (ex: hang art projects in the hall and keep bulletin boards simple)
-Auditory accommodation: ask child to repeat directions before they start their work
-Behavioral accommodation: be specific with constructive criticism by making positive statements of what the child accomplished and then make suggestions of ways to improve
-Calming activity: use a soft voice and slow down speech and movements while talking; avoid rushing the child

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- Have pre-established consequences for misbehavior.

-Enforce classroom rules consistently.

-Provide encouragement.

-Recognize and reward
behavior.

-Devise a structured behavioral management program.

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-Assign supplemental advanced work, not just more of the same work.
-May be cognitively advanced but not physically.
-self conscious about abilities compared to others.
-Independent work time (most likely introverted)
-Have variety of books of different levels in classroom.
-Always have student centered work, let them control their own learning and explore.

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INTELLECTUAL:
- keep up-to-date on student's accomplishments in therapy
- NEVER assess student solely on standardized tests
- Identify science role models with similar disabilities with students
- develop protocol for student when they need assistance
- Have high and realistic expectations for student
- When it appears that a student needs help, ask if you can help. Accept a "No Thank You" graciously.

Learning:
- General Courtesy
- never assume that a student is never listening
- never assess a student's capabilities based solely on their IQ or other standardized tests

- Teacher Presentation
- always ask questions for clarification from students
- have more complex lessons recorded and available

- Laboratory
- clearly label equipment
- allow extended time

- Reading
- announce reading and writing assignments ahead of time
- allow students to use a playback device and other devices to help students

- Group Interactions & Discussion
- always ask questions
- individual conferences to guide students

- Testing
- avoid overly complicated language in exams
- consider other forms of testing (oral, visual, hands-on..etc)

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-Be a good speech model. This will indicate to all that good communication is desirable.

-Give them time to express themselves, do not interrupt or try to fill in gaps for them.

-Speak to them naturally.

-Consult a Speech Language expert concerning each child with a communicative disorder in your class and work with him/her throughout the class.

-Allow more time for the student with communication impairments to complete tests in their optimal mode of communication. Design tests that are appropriate for the student's disorder (written, drawn, or oral.)