Mindy Lawson

SLM 521

04/05/04

Elective #11

Instructional Modifications

There are many special needs students in public schools today. In order to accommodate their needs and to ensure the have the best environment for learning, modifications can be made. These modifications can be made for internet-based and computer-based learning as well as in the classroom.

            Because pictures and print are of little value to low vision/blind students, many internet-based instruction and lessons are also of limited value.

The following suggestions can help low vision and/or blind students to learn through the internet:

1. Providing a peer to read text on the screen is a no cost way to provide assistance.

2. Providing a keyboard with braille can allow the student to type and search.

3. Use sights which use sound rather than pictures for instructional use.

4. If funding is available use printer which prints in braille for printing pages from internet to allow student to read text individually.

5. Allow student to use manipulatives to feel images which others can see on the screen.

6. Use special switches rather than mouse to click areas on screen including forward and back buttons.

7. For low vision students, simply enlarge the font size on the computer to allow them to more easily read the text.

8. Allow low vision students the chance to “rest”eyes by limiting amount of time on computer and mixing with projects that give students time to do activities or other instruction between computer times.

9. Low vision students can also benefit from computer screen covers which reduce glare which can lengthen time on the web without eye strain.

10. Last and most important, allow the student to help in decision making processes on which modifications they need.

            Hearing impaired students can benefit from many modifications in order to get the most out of their internet experience also. The following are a few suggestions:

1. Allow deaf students extra time to read text.

2. Provide an interpreter when using sites which rely on sound.

3. When seating students in lab, seat deaf student at computer which they can see you as well as the computer screen.

4. Provide written instructions for internet searches as well as auditory instruction.

5. Use instructional internet sites which provide closed captions.

6. Use web-based instruction in small groups rather than as whole class.

7. Use gestures as well as audible cues to instruct students to move to next site.

8. Use visual aides to enhance lessons rather than audible additions.

9. Use chalkboard or overhead to instruct web-based lessons step by step rather than auditory instructions.

10. Last and most important, allow the student to help in decision making processes on which modifications they need.