MODIFICATIONS
FOR STUDENTS WITH DISABILITIES IN WEB-BASED INSTRUCTION
The ADD Student
1. For each lesson/activity, provide an overview of
what is going to take place beforehand.
2. Make them check in when they begin their
instruction, and modify what they are doing with instant messaging in time
intervals that are necessary for that student.
3. Underline or bold important or key concepts that
must be learned or remembered.
4. Give a time limit in which assignments must be
completed and submitted. Have the
student record their start and finish time.
Possibly have them start a timer as they begin their assignment.
5. Have students restate directions in their own
words, and have them submit this to the teacher before beginning.
6. Provide only one way of submission of assignments
for the student.
7. Bullet directions for classwork and homework in
short sentences.
8. Have student print out a hard copy of the instructions
so they do not need to jump back and forth between screens.
9. Provide links to previous assignments that
relate to the assignment they will now be working on.
10. Provide
a daily routine of the order that the assignments appear and must
be completed.
The Dyslexic Student
The following website was used to gain accommodations
for this student:
Modifications
for dyslexic students
http://www.shef.ac.uk/disability/teaching/dyslexia/9_strategies.html
1. Provide an auditory accompaniment to the written
assignments.
2. Include a summary of the topic or lesson at the
end.
3. Keep the layout of the material clear and
simple.
4. Highlight text by using bold font rather than
underlining or italics.
5. A clear font such as
Arial or Comic Sans is easier to read than a serif font such as Times Roman.
6. Don’t use too many
font styles.
7. Avoid patterned
backgrounds.
8. Avoid using red and
green for fonts, as they are harder for dyslexics to read.
9. Use flow charts,
diagrams, and graphs to help present text.
10.
Try to not use dense blocks of texts. Use paragraphs, subheadings, and bullet and
number information.