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ADHD
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- Provide a framework
for how this Internet activity connects to the lesson and unit
- Allow students to
pass out papers for the Internet activity
- Provide a clearly
defined worksheet to keep students on-task for the Internet activity
- Provide a brief
step-by-step checklist to complete Internet activities
- If activities
require multiple steps, distribute handouts intermittently or only
assign 2 tasks before moving on; design Internet activities in 20-30
minute segments
- Review instructions
for Internet activities verbally as well as visually through modeling
the first steps
- Prompt students to
repeat back directions verbally with special focus on how they may or may
not click on hyperlinks, how long they will look at graphics, etc.
- Set specific time
limits for each Internet activity, giving repeated reminders at frequent
intervals
- Review rules and
procedures for the Computer Lab and reinforce them consistently
- Monitor their
on-task behavior in the computer lab with physical cues such as eye
contact or physical proximity
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- All students need
to understand how the Internet supplements or extends other activities;
ADHD students especially need to activate schema to help organize the
various activities and knowledge presented in a new format
- ADHD students
benefit from physical activity
- ADHD students may
have difficulty scrolling between locations, so the worksheet can help
maintain focus
- Lengthy
instructions beyond 1-2 steps will overwhelm ADHD students, especially
with the lure of Internet distractions
- ADHD students
benefit from frequent breaks and assignments given in smaller chunks;
this also allows teacher to monitor their comprehension more often &
ensures they stay on-task at a given website before browsing too far
- Multi-sensory
strategies provide variety and engage students
- ADHD students
reinforce the message for themselves and others who may easily become
distracted by the unique reading patterns of Internet literacy
- ADHD students need
frequent reminders to remain on task, especially in a new environment such
as the computer lab
- ADHD students
benefit by hearing these rules frequently
- Avoid verbal
warnings when dealing with disruptive behavior - this may reinforce
undesired behaviors
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Dyspraxia a.k.a.Sensory
Integration Disorder
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- Provide headphones
or ensure volume on computer remains low
- Arrange seating at
computer where student has adequate elbow room
- If the sensory
needs are severe, provide a computer in a different, quiet setting such
as a resource room
- Assist with the
manipulation of the mouse and scrolling features as needed; show options
for using arrows or the mouse to navigate through the activity
- Possibly remove the
mouse for severe cases and/or provide a modified keyboard that separates
the keys more effectively
- Ask the student
about lighting preferences to balance the brightness of the room and the
computer screen
- Speak in a whisper
while providing 1/1 help in the computer lab
- Give adequate
verbal warning before the bell rings or before you turn on the lights
- Provide any
physical supports for sitting at a computer
- Organize their
station with minimally required items such as a worksheet and pencil;
set book bag and other supplies at a distance – remove any clutter
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- Students with dyspraxia may become distressed by loud or incessant
noises
- The student may have
a sensitivity to touch or cramped spaces
- Even with
headphones, the chatter and tight arrangement of a computer lab may
overwhelm a student with dyspraxia
- Hand-eye
coordination challenges may frustrate students as they try to multi-task
between scrolling and writing notes on a handout
- Students with dysplaxia often experience difficulties with fine
motor skills - they may sometimes break equipment out of frustration;
they may hit the wrong keys in error without adaptations
- Students with
sensory integration disorders need balanced lighting, even with regards
to the background colors of various websites
- These students need
to integrate sounds one at a time, so allow them transition time to
focus on your voice
- Even for other
students without dyspraxia, the sudden sensory
changes can cause headaches and distress
- Students may show
difficulties with balance or coordination
- With sensory
integration disorder, students often become disorganized easily,
increasing their distress level
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