Teaching students with dyslexia within the various grades and types of education is a challenge. Both teachers of general education and those Special Education seek adjustments that encourage learning and the management of a class of students with diverse learning styles. It 'important to identify those adjustments that it is reasonable to ask teachers in every school. The following means of adaptation appear reasonable and provide a framework to help students with learning disabilities to achieve important goals in both general and special education classes. These include how to adapt use of materials, teaching strategies, interactive and allow for student performance.
's adaptation of teaching with the use of tools compensatory
Students spend a large portion of time daily interacting with school materials. Most of the materials offers teachers information to teach a whole class of students learning with rhythms and different ways. This section will give guidance on materials that promote the learning of various types of students. Often, volunteers and students themselves can help to implement and develop various types of compensatory educational level. The compensatory measures include:
1. Use a tape recorder. Ii Many problems with school materials are linked to reading difficulties. The recorder is often considered an excellent aid in overcoming this problem. Indications of tasks (deliveries), stories and specific lessons can be recorded. Students can then play back the tape to facilitate the understanding of tasks or concepts. Also, to improve reading skills, students can read the printed words on the text mentally while listening to the tape.
2. Clarify or simplify written instructions. Many indications (deliveries) are written in paragraph form and contain several units of information. This can be overwhelming for many students. The teacher can help underlining or highlighting the significant parts of particulars of the task (delivery) or rewrite them to foster understanding by the pupil. For example: Home delivery: This exercise will show you how well you can locate conjunctions. Read each sentence. Search conjunctions. When you find a junction, look it up in the list of conjunctions under each sentence. Now make a circle on the number of your answers in the answer column. Delivery rewritten and simplified: Read each sentence and circle all conjunctions.
3. Present a small amount of work. The teacher can select pages and materials dall'eserciziario to reduce the amount of work to be presented to students who become anxious at the mere sight of the amount of things to do. This technique avoids the student to examine whole pages of exercises, text or other material and discouraged because of the amount of work. In addition, the teacher can reduce the amount of work when the activities seem redundant. For example: The teacher may take to complete the exercises with only the odd number or other indicator. It may also present some exercises have already been fixed, and ask students to complete the rest. In addition, the teacher can divide a worksheet into sections and ask the student to complete a specific part. A spreadsheet can be divided easily by drawing a line and write " do "and" don'ts "in each part.
4. Block extraneous stimuli. If a student is easily distracted by visual stimuli within a worksheet, can be used a white sheet of paper to cover the section on which the subject is not working. In addition, windows that can be used to read one line or one year of matematca time to help the reading.
5. Highlight essential information. If a teenager can read a textbook, but has difficulty in identifying the essential information, the teacher can point out this information with a highlighter.
6. Finding the point with material progress. In materials that students use during the year (such as workbooks), the student can cut the corner at the bottom right of the pages already used to easily find the next page to correct or complete.
7. Provide additional practice activities. Some materials do not provide enough practical activities to ensure that students with learning disabilities acquire mastery of predetermined skills. The teachers at this point, they too need to complete the materials with practical activities. The exercises recommended include educational games, activities peer education, use of materials that are self-correcting, computer software programs and additional worksheet.
8. Provide a glossary for content areas. In secondary school, the specific language of some materials requires a very careful reading. Students often benefit from a glossary explaining the meaning of specific terms.
9. Develop a guide for reading. A guide to reading offers students a map of what is written in the text and includes a series of questions to help focus the increasingly important concepts while reading the text. This guide can be organized paragraph by paragraph, page by page or section by section.
The adjustment of the teaching involves the use of interactive teaching.
The goal of capturing the attention of students and involve them in for a sufficient period of time requires a lot of teaching skills and management. The teaching and interaction should give every student the opportunity to learn successfully. Some techniques that reinforce the educational activities are interactive:
1. Using explicit teaching procedures. Many commercial materials do not suggest that teachers use explicit teaching strategies, so, teachers must often adapt the materials to include these procedures. Teachers can include explicit teaching steps within their lessons (eg, presenting an advanced organizer, demonstrate the skills, giving practical guides, providing corrective feedback, building practices independent monitoring practice and covering the topic).
2. Repeat delivery. Students who have difficulty in following the directions for the tasks (deliveries) can be helped by asking them to repeat their words. These students may repeat the directions to a partner when the teacher is not available. The following suggestions may be helpful to assist the student in understanding of the claims: (a) it requires several steps, break it down into small sequences, (b) makes a statement by presenting only one sequence for each part time and writing on the blackboard as well as anything written, (c) when using a ' directed in writing to ensure that students are able to read and understand both the words and the meaning of each sentence.
3. Maintenance of daily routines. Many students with learning problems need to know daily routine and do what you expect them to do.
4. Delivery of a copy of the notes of the lesson. The teacher can give a copy of lecture notes to students who have difficulty in writing during the presentation.
5. Give students a graphic organizer. A schema, table, or a map to complete can be given to students who will fill in the lesson. This helps students to focus on key information and to see the relationship between concepts and related information.
6. Using step-by-step. new or difficult information may be presented in small sequential steps. This helps students with limited knowledge on the subject that they need explicit instructions explaining the transition from the particular to general.
7. Simultaneous combination of verbal and visual information. verbal information can be given along with visual ones (eg: brochures, flyers, overhead, etc ...).
8. Write key points or words on the blackboard. Before a presentation, the teacher can write a small glossary of new terms that students will encounter on the blackboard with chalk or in that light.
9. Use balanced presentations and activities. An effort should be made to balance those with visual and oral presentations with participatory activities. In addition, there should be a balance between the activities in large groups, small groups and individuals.
10. Use of memorization techniques. part of learning strategies can be used memorization techniques to help students remember key information or the various phases of a process. (An example of a storage strategy for students of English, is to use the word HOMES to remember the names of the Great Lakes. H is for Lake Huron, or the 'Ontario, Lake Michigan for the M, E for Erie to Lake Superior and S).
11. Emphasize daily Review. The daily review of the topics already studied helps students link new information with previous ones.
Strategies teaching that take account of student performance
Students vary enormously in their ability to respond in different ways. For example, students vary in their ability to express themselves verbally, to participate in a debate, write letters and numbers, write paragraphs, draw objects to spell, work in noisy environments, read, write or speak quickly. Moreover, students vary in their ability to process information presented in visual or audio format. The following strategies that take into account the different modes of reception and expression, can be used to improve students' performance:
1. Toggle response. For students who have difficulties with fine motor tasks (such as writing by hand), this difficulty can be circumvented by using different ways to answer the questions: do not write, but to point out, choose from multiple responses, order responses, etc.. These same students may be given more space to write the answer on the worksheet.
2. Provide an outline of the lesson. A scheme or ladder can help some students to follow the lesson successfully and make notes as appropriate. In addition, an outline helps students to see the organization of the material and ask questions relevant and timely.
3. Encourage the use of graphic organizers. The use of graphic organizers involves organizing the material in a visual format. To develop a graphic organizer, students can proceed to next steps and gathering information into a hierarchy from general to specific, identifying headings and subheadings.
4. Place the student near the teacher. Students with attention disorders can be placed close to the teacher, the board, work area and away from sounds, materials or objects that can distract them.
5. Encourages the use of calendars and diaries for the various maturities. Students can use calendars to mark the expiry dates of various commitments, school related activities, the dates of testing and times of school activities. Students should use separate agendas for homework activities and darkened.
6. Reducing the use of individual copies to include information in brochures or structured worksheets.
7. Turn the pages with lines for mathematics. striped sheets can be turned vertically to help students put the numbers in the appropriate columns while solving mathematical problems.
8. Use markers to indicate the most important points of a test. asterisks or dots can report problems or activities that matter most in the assessment. This helps the student to arrange a good time during the assessment tests.
9. Create hierarchical worksheets. The teacher can create worksheets with problems arranged in a hierarchical sense from easiest to most difficult. The immediate success helps students begin work.
10. Allow the use of teaching aids. Students may be given strips of letters or numbers to help them write correctly. Lines of numbers, multiplication table, computers and calculators help students in the count once you have understood and chose the math.
11. Show examples of work. Examples of work completed can be shown to students to help them build up expectations and to plan work according to these.
12. Use peer-mediated learning. The teacher can pair individuals of different skill levels to review their notes, study for a test, read aloud to one another, to produce texts or conducting laboratory experiments. In addition, a companion can read a math problem to a person with learning disabilities who must resolve it.
13. Encourages the sharing of the clipboard. The student can use carbon paper or a laptop to take notes and share them with the absent or persons with learning disability. This helps students who have difficulty taking notes to focus on the presentation of the lesson.
14. Use a flexible working time at school. Students who work slowly can be given more time to complete the written tests.
15. Expect an additional practice. Students need a different amount of practice to master skills or content. Many students with learning problems need to acquire additional practical skills.
16. Change or adapt the assessment criteria. Students may be allowed to complete a project instead of an oral question and vice versa. In addition, a test can be given orally or in writing. For example, if a student has trouble writing, the teacher can allow him to avoid open-ended responses, listing the main points, to respond orally rather than executing a written examination.
( http://www.dislessia.org/ )
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