Yael Arieff

SLM521

Elective #8

Instructional Modifications

Attention Deficit Disorder:

Children who suffer from attention difficulties end up missing out tremendously in a classroom that cannot be modified. It is often too much for a teacher to modify her whole lesson based on their needs. However, I think with something such as web-based learning, the teacher can use the modifications without feeling too overwhelmed because many students can benefit from such modifications, regardless of their medical status.

Some of the following modifications can be applied:

ü Provide clear and concise directions prior to the activity to make sure the student knows exactly what is expected.

ü Use an example of the assignment on one computer to make sure the student sees exactly what is expected.

ü Give shortened time limits to web activity prior to assigning it, so the student does not feel like s/he will surely lose patience.

ü Allow student to verbalize the steps of the assignment to make sure s/he is on target.

ü Provide written directions to in addition to verbal ones (especially if there are several steps to the web-based assignment) in order to facilitate language processing.

ü If there is more than one assignment expected to be completed (or more than one website to explore, etc), set up a priorities list for the student in order to modify the big demand.

ü Any web-based homework should be written in an assignment sheet or folder and checked for accuracy.

ü Encourage feedback from the student during the assignment to get a feel for understanding and safety.

ü When web-based learning becomes sequential, make sure to relate back to how everything connects. (going back to a home page, finding links, etc)

ü Students should be allowed breaks between major activities in order to get them to refresh their minds.

Dyslexia:

Much of web-based learning requires accurate reading and typing skills. Children suffering from dyslexia can really have a hard time in a computer course. The following list of modifications can help teachers with these students for web-based classes:

ü Place the students at front of the classroom or near the teacher so as to minimize oral instruction misinterpretations.

ü Have another student read the directions to an activity, URL to a website, password, etc.

ü Allow the student to use a personal dictionary to avoid typos on the web.

ü Provide written copies of assignments expected in class, websites to be visited, etc, so student can always look back.

ü Find kid-friendly, interactive and colorful websites to provide for multisensory teaching.

ü If students need to find something specific on the Web, provide step by step directions in most simplified terms.

ü Explain why using the Web is important as you assign work, so students don’t feel they are not wasting their time.

ü Allow students to work in groups of two and give credit for participation. This way, the dyslexic student can choose if s/he wants to read or type.

ü Use student demonstration to show mastery of the anticipated goal or assignment.

ü Use oral testing to evaluate student’s knowledge of internet concepts wherever possible.