I think this is a very interesting yet slightly difficult assignment. I chose this one because it definitely pertains to my class this year. This year I have a total of 8 ADD/ADHD students and 4 learning support students. They all receive pullout Language Arts support. The make up of my class requires me to do a lot of adapting to meet the needs of diverse learners.

Here is what I came up with to assist these students. I have actually faced this challenge when I attempted to use Dropin1, Dropin2, and the virtual field trip I made with my students.

Modifications for Learning Support Students

v Instructional aids that can provide individual assistance to the students or work with a small group.

v Students should receive preferential seating. They should be close to the teacher and responsible students so that the teacher can easily help them and they can ask a peer for assistance.

v The teacher needs to check in frequently with students to make sure they are on the right track and monitor for understanding.

v Shorten the activity that they are asked to complete.

v Modify assignments. Instead of having the students write out answers to an Internet activity they could choose from a list of alternate choices.

v Verbal responses to questions posed in Internet activities would also be more appropriate than written.

v Provide visual aids that will assist students in completing the task. Show what needs done and then provide visual reminders.

v Repeatedly review the steps to complete activities or how to use a word processing tool.

v Allow students to word process work. This is often easier for them to do and it is easier to read because they have tools to use such as spell check.

v Set up a buddy system with a peer who is willing to read work to the student or even work with the student.

Modifications for ADD/ADHD Students

v Start the lesson by making a connection to something the students already knows. Be fun, exciting, and dramatic so that you hold their attention especially through the directions.

v Provide students with a written set of directions and a concrete example of the task you want them to complete. They need to be able to look back in case they forget.

v Have students verbalize the instructions so that you know they know what to do.

v Model, Model, Model. Go through the Internet activity and show the various steps and what they need to complete.

v Provide preferential seating. Have them right under your nose so you can be constantly monitoring their attention.

v Set a time limit for the completion of work. This will help avoid rushing and falling behind.

v Highlight or bold face the important information. This will give students something to focus on and help to keep them on the right track.

v Don’t disappear. It is important that the teacher keeps moving around and has close proximity to the students so that they stay on task.

v Include illustrations and pictures on activities that you give, this provides a focus for the students, especially when listening to directions.

v Frequently stop and check with students to see if they understand and, also, to monitor for progress. Set goals to keep them on track.

v Last, but not least, try to reduce the amount of copying they do whether it is from the board, overhead, or computer screen. This can be difficult for these students and often causes them to lose focus.

I think by incorporating these modifications into Internet activities and other activities in the classroom it will help students with special needs become even more successful!