Modifying Lessons

Sometimes a class will include students with unique abilities and needs that need to be accommodated. How do educators ensure a thorough education? The following is a list of suggestions for modifying Internet and computer use for students with particular needs.

Attention Deficit Disorder

1. Clearly define rules and limits for computer and Internet use including any time constraints.

Students need to understand your expectations for appropriate use of technology resources, including what sites may be visited, restriction of E-mail use or pleasure surfing. Reminders of these rules may be required as well as help with time management.

2. Short instructions for activity expectations with plenty of opportunity to repeat or explain directions.

This can apply to directions you deliver for an online experience or directions on the website itself. Directions need to be brief and to the point to maintain the student’s attention.

3. Provide auditory aids

Websites with sound files explaining concepts will help keep attention and facilitate understanding. The more levels of learning utilized with Add students, the more likely it is that the student will retain the information.

4. Visual aides

Websites with visual representations of information such as flow charts and diagrams will help keep attention and provide another method of understanding information.

5. Appropriate graphics and connecting links

Websites used with ADD students should not be busy or contain flashing graphics or text. Graphics should be purposeful and not distract the student from the assignment.

6. Extra time for completion of assignments

ADD students may need to be granted extra time for reading and answering questions online, particularly those who also have reading comprehension problems.

7. Provide secluded area for Internet use

A study carrel or the ability to leave class for a resource room may help reduce distractions. An individual space free from visual and auditory interference will focus attention on the assignment.

8. Peer tutoring or paired work arrangement

If two students are paired to work together, the ADD student may benefit from having another student to keep the project moving.

9. Choose websites with interactive sections

An ADD student will benefit from being able to interact and utilize the information being learned. Not only will an interactive site help maintain attention, but the actual usage of the knowledge will increase the likelihood of information retention.

10. Alternative form of the assignment

Some students may find working online difficult, particularly if lengthy reading is required. If handouts are provided of the information, the student may be able to better relate to the printed text.

Visually Impaired

1. Provide clear, concise directions

The more information that can be discussed verbally before beginning the project, the less reading will be required to complete an assignment and the less likelihood there is that information will be misunderstood. The more brief the instructions can be made the better that student will be able to follow them correctly.

2. Reduce the amount of copying from the monitor

If an assignment requires copying information from the computer, be sure that it is kept to a minimum and that appropriate time is allowed to complete the assignment.

3. Use sites with auditory instructions or have another student read information or instructions.

Some sites will provide audio files that describe a process or information, finding these sites to help a visually impaired student will help increase the student’s independence. When audio files are not available, it is beneficial to have a student or resource instructor read from the monitor.

4. Have student verbalize instructions prior to beginning the task

Reinforcing comprehension by having the student repeat of explain the directions after they have been given helps not only to ensure that they know what is expected of them, but it also helps the student remember the steps they have to take to complete the task.

5. Pair up students for assignments to provide a reader and typist

Students are generally willing to help other students. Assigning group work or paired work to the class will help not only with the reading and typing for a visually impaired student, but if the entire class is paired up, it will make the assistance less distracting for the other students.

6. Paraphrase the instructions or information

Requiring less reading of a visually impaired student will make completing tasks much easier. If information and instructions can be shortened or described in a simpler way, the student will benefit from less complicated directions that may need to be read over multiple times.

7. Encourage feedback from the student

Getting feedback as a project progresses ensures that the student understands not only the information, but is also still on the correct course for finishing the task correctly.

8. Review visual tasks to make sure the student understands all components from the beginning

If there are predominantly visual components to an assignment, be sure to review each of them will the student. Having a picture or diagram explained will help that student feel more confident in completing the assignment successfully.

9. Prioritize assignments or steps to complete as part of a task

If an assignment is lengthy, there may be step that can be eliminated and still achieve the final product successfully. Any steps, particularly ones involving extensive reading, that can be removed will help with time management and reduce frustration.

10. Facilitate time management

Students may need assistance with time management and managing task completion. Assigning a student the responsibility of time keeper or providing helpful reminders or task suggestions will help the student complete work and remain confident in their work.