Shawn Lees-Carr

SLM 521/Elective 8

Instructional Modifications

NOTE: Many of the strategies below can help ALL students be more successful when working in the computer lab. Many students, even at the high school level, have difficulty monitoring their progress, making sense of the information and meeting their goals. A check mark means that this accommodation could especially help students with this need.

Accommodation	Reading Comprehension	ADHD
1.Clear expectations Students need to know what the expected behavior is in the computer lab. Appropriate behavior should be stated clearly and modeled. Consequences should be enforced firmly and consistently without argument. Computer lab time may be seen by some students as “free time,” and have difficulty managing themselves in what may seem like an unstructured environment.	All students need to know what is expected, regardless of strengths or needs.	R
2. Chunking Chunk longer tasks into smaller tasks. When completing an Internet activity that involves multiple steps, students with ADA, reading/writing, and organizational/attention weaknesses will benefit from having the task broken into smaller, more manageable tasks. Being able to focus on two steps at a time instead of being given all 15 steps at once will help make the task seem more doable.	R	R
3. Keep It Simple 4 Success! This doesn’t mean lower the expectation! Provide explicit, simple stated directions when discussing how students are expected to use the Internet and complete their search. We have a tendency to over explain. The more we talk, the more likely we will lose any audience! Being direct and to the point will prevent students from getting lost by possible misinterpretation. Shorter directions will be easier to follow and attend to, along with being quicker.	R	R
4. Use a timer Setting up a timer on the computer will help students monitor many different things, from the time spent on a particular task or webpage to the time spent searching the internet. When students gain a sense of the amount of time spent on the computer, they can better manage their efforts, hopefully! Teachers can also provide set times spent on certain activities, thus helping students move from task to task on the computer.	Timer may increase anxiety and place a false emphasis on reading for speed instead of understanding	R
5. Sensory limitations Ear phones or other devices may help block out distracting noises in the computer lab. If possible, spacing students out in the lab may also help provide a quiet area.	Some students with reading needs may benefit from quiet areas with minimal distractions.	R
6. Reading/Writing software support When reading and writing, vocabulary can be a weak link. Use word prediction programs such as WordQ and/or reading aloud programs such as Read & Write and Write Out Loud can not only help by providing word suggestions but some have oral reading features that will read text out loud.	R	Some software may create more distractions because of all the “bells and whistles.”
7. Differentiated webpages Select different websites based on readability or using lexile scores, such as that found on FCPS databases. Or based on interest or self-selected interests. By providing a choice or different levels, students can be directed toward reading material they will be more successful at comprehending. By allowing student choices and self-selection, students who may lack focus or motivation may be more likely to attend to the task.	R	R
8. Peer support Have students work in partners based on different collaborative grouping techniques. Peers can be used to help clarify direction, provide focus and help comprehend difficult materials. Peer group can also help free up computers and place less strain on the network. Grouping should be carefully examined, however, to ensure pairings are meeting the purpose.	R	R
9. Setting a purpose Setting a purpose gives students a focus, but it should be a clear and direct purpose. Telling students to find five facts about Guatemala using the internet may be a good purpose direction for some students but for many, there are too many vague variables. Giving students a choice of pre-selected websites and databases from which to locate five facts about the Guatemalan natural resources may help students be more successful.	R	R
10. Graphic organizers I am addicted to graphic organizers because they help focus me on the most important information. It’s no wonder they are a top tool for many teachers and students. Showing students how to organize information is a valuable skill. With the wealth of information presented on web pages, students need frameworks in which help group and organize. Also, graphic organizers could take the form of checklists, which may assist students who have trouble attending to tasks. By giving a student a checklist while completing a task on-line or using the computer may allow the student to focus more on the information on screen than constantly looking back and forth while trying to take notes.	R	R
11. Extra Time Providing extra time or setting up additional time before, during or after school can provide students with the time needed to complete the computer activity, but may allow the student to work one-on-one with the instructor in a calm, quiet setting. Extra time, however, can be troublesome because there is a delicate balance between making sure students have enough time on the computer to complete their tasks on the computer without wasting time.	R	R
12. Seating charts Preferential seating and seating charts can help manage behavior when in the lab and ensure accountability if there are any issues with computer misuse. Seating students with attention issues closet to the front or the instructor’s base will also increase their focus. Seating students with similar levels together may enable the instructor to better monitor reading comprehension, but students could also be sorted with a strong reader next to a weak reader.	R	R
13. Limit tasks Students don’t always need to visit 15 websites when visiting two will be sufficient. If the objective can be met by only completing five problems instead of 10, why not do just five? Decreasing the amount of work, without sacrificing the objective, will allow students to experience more success. Again, students who struggle will become increasingly unmotivated if they are faced with what seems to be an insurmountable amount of work. Limiting the number of tasks will also help the students with attention problems because they will not have to push their focus limit as much.	R	R