Linda Ferrara

SLM521

Spring 2005

Instructional Modifications

I have selected two types of special needs to address: Asperger’s Syndrome and low reading level. Each of these needs presents challenges for students and teachers when using web-based instruction.

Asperger’s Syndrome:

I have taught at least one student with Asperger’s Syndrome during each of the last 4 years. The diagnosis of this disorder seems to be more prevalent in recent years, and I anticipate teaching many more Asperger’s Syndrome students in the years to come.

Asperger’s Syndrome is a neurological disorder that is an autism spectrum disorder. These students will have normal or above normal IQ’s. Commonly, they will have exceptional vocabularies and excel in one area. Asperger students are often very literal and have difficulties with social skills. Transitions or change are often quite difficult times. Obsessive routines are common, as is hypersensitivity to certain sights, sounds, feels, smells, etc.

Suggested strategies and modifications:

1. Turn off the sound on the computer. Computer noises, beeps, voices may distract and annoy students.
2. Student may wear headphones to block computer lab/classroom noises or use them to listen to classical music to camouflage room noises.
3. Keep lights low in the computer lab, if possible. Often the computer screen lights are sufficient.
4. Preferential seating is important away from distracting students, near supervising adult, and/or in study carrel.
5. Computer mouse should move easily and be comfortable size.
6. Give directions in 1-2 steps at a time.
7. Provide directions in writing as a checklist.
8. Choose websites that are free of clutter and have simple, clear information;no pop-ups.
9. Bookmark required websites for less confusion and anxiety trying to find the correct site.
10. Website information should be straight forward and not rely on sarcasm or extensive figurative language.
11. Provide graphic organizers for student to use in conjunction with the assignment.
12. Check with student frequently for comprehension and comfort level.
13. Allow student to print out information.
14. Allow time to movement breaks. Time passes quickly for most of us who are caught up on the Web, but these students may need frequent breaks.
15. Extra time may be helpful to finish assignments since transitions may be difficult and/or keyboarding skills may be slow due to motor difficulties. If not possible for extended time, arrange for a scheduled time to complete the assignment.

Low Reading Level:

Collaboratively teaching an inclusive classroom with several low reading level students, I have witnessed the difficulties this presents across the curriculum for students and teachers. It is a challenge for educators to consider the impact low reading level has for students during web-based learning and accommodate their needs to optimize their computer learning experiences. This may be done without lowering expectations or the intellectual level of the materials used.

Suggested strategies and modifications:

1. Preferential seating should allow for least distractions and proximity to instructor.
2. Peer reader/paired working assignments are useful when carefully mated.
3. Reduced assignments for reduced anxiety, allowing student to get the main ideas.
4. Directions given in simple, clear terms, possibly written as a checklist.
5. Graphic organizers that allow for easy note-taking
6. Allow students to print out materials rather than copying large amounts of information in writing or provide hand-outs that go with the activity.
7. Bookmark pre-screened web pages that are teacher-selected for independent reading levels.
8. Preview vocabulary with students ahead of time.
9. Provide students with kid-friendly search engines.
10. Web sites should be simply organized, clutter free, possibly highlighted with color and using text boxes to help direct the user visually.
11. Large print and simple type styles are helpful for reader to stay focused.
12. Frequent comprehension checks with teacher, allowing student to paraphrase and connect new knowledge with prior knowledge
13. Web sites that provide direct feedback for interaction and immediate reinforcement.
14. Web sites that allow teacher to pre-adjust difficulty levels before students begin the activity.
15. Sites that provide voice-synthesized books so student may read along with voice.
16. Look for Power Point presentations and webquests with simple text and interesting graphics that may provide organized, highly interesting formats.
17. Email, rather than long letter-writing, may be useful to communicate when doing research.

Sources:

O.A.S.I.S.: Online Asperger Syndrome Information & Support, www.aspergersyndrome.org

“Integrating Technology: Instructional Designs for Technology”, Maine Center for Meaningful Engaged Learning, http://www.mcmel.org/tech/TechInt/InstDesign.html

“Making Modifications in the Classroom: A Collection of Checklists”, Arlington Public Schools, Arlington, Virginia, http://www.ldonline.org/ld_indepth/teaching_techniques/mod_checklists.html

“ADHD Classroom Modification Checklists”, The A.D.D. Center, http://www.addcentre.co.uk/modificationchecklists.htm

“Ideas for Instructional Modifications, Accommodations and Classroom Supports”, Our Special Kids, http://www.ourspecialkids.org/tgi-ideasclass.html