Instructional Modifications

It is important for teachers to modify lessons and accommodate students especially those with special needs. This is imperative not only for regular instruction, but also for web-based instruction. There is research that suggests tips for students with AD/HD and hearing impairments in the general classroom setting. It is also important to be aware of these accommodations in terms of the Internet. Below I have listed ten suggestions to help make the Internet more accessible to these special needs students. Several of the suggestions are helpful for both instruction styles, but others are intended for web-based learning exclusively. I have provided explanations for each of my ten listings.

Students with AD/HD

I. Provide an overview of course material. This information is valuable for students with AD/HD because it outlines everything they will need to know in the course. It is helpful for general classroom instruction, but even more advantageous for web-based instruction because there is no face-to-face interaction.

II. Provide a course routine (daily/weekly etc.) Students with AD/HD greatly benefit from a specific routine even with web-based instruction. Since students with AD/HD are easily distracted it is important to have a specific routine that they can follow.

III. Provide step-by-step directions. This is arguably the most important suggestion because certain students with AD/HD jump from one topic to the next. Step-by-step directions will hopefully assist students and give them a format to follow.

IV. Make sure directions are clear. Making sure directions are clear is helpful for all students, especially those with special needs such as AD/HD. Taking the time to make sure there are not vague statements is even more important on the Internet than in the general classroom because there is no face-to-face interaction.

V. Include discussions to monitor student understanding. Incorporating discussions is an effective interaction tool with web-based instruction, but it also helps teachers monitor students. Teachers will be able to pinpoint if students are having trouble with particular assignments, and assist them with a response. This is beneficial for all students, particularly those with special needs.

VI. Maintain regular contact with students. Along the same lines as the previous suggestion, maintaining regular contact with students reassures students that teachers are monitoring the course, and expect the completion of work. Having this reassurance is important for students with AD/HD because of their frequent inattention patterns.

VII. Make sure students know how to ask for assistance. It is important that with web-based instruction, students know both who and where to go to ask for assistance. Whether it is on a discussion forum or a one-to-one message system, students need to know how to contact their teacher.

VIII. Provide several examples of assignments. Since students with AD/HD often have inattention problems, examples will help them maintain concentration on a particular topic especially if they do not find it interesting.

IX. Explain how information connects to lessons. Students with AD/HD are sometimes impulsive and jump from one lesson to the next, which is why it is important to include a transition between assignments. This will explain to students why the information is important.

X. Demonstrate how new information relates to old information. Much like the previous suggestion, connecting new and old information is critical for students with AD/HD. It will again serve as a transition and explain to students why the information is relevant.

Students with Hearing Impairments

I. Rely on print and word documents. Students with hearing impairments rely on written documents (i.e. word documents, printed articles etc.) It is important for teachers to utilize these tools in their instruction, especially on the Internet where there is no face-to-face interaction.

II. Incorporate pictures and clip-art into lessons. This suggestion adds to the previous in that pictures and clip-art serve as visuals for these special needs students. On top of that, pictures assist visual learners.

III. Use assignments that involve reading. Obviously assignments that involve reading are advantageous since listening or partner work are most likely not an option.

IV. If possible, create an assignment that allows students to learn from gestures and movements. Although these special needs students lack hearing abilities, movements and gestures are helpful, if possible, to utilize through web-based instruction.

V. Ask questions in the form of “why”. Students with hearing impairments often have trouble with the English language structure. These are simple, direct questions that will assist students with hearing impairments as they formulate their answers.

VI. Focus on written sentences. It is difficult for these special needs students to hear, and then respond, so written statements provide more time for them to articulate their answers.

VII. Use complex sentences to assist student learning. Research suggests that complex sentence structures improve student learning. Even students with hearing impairments will benefit from this practice.

VIII. Try to make learning as interactive as possible. This is especially important with web-based instruction. If possible, try to incorporate discussions where students discuss a particular topic and respond to other posts.

IX. Avoid the use of sound-only videos and examples. Sound-only videos may work as a valuable tool for certain assignments, but they do not accommodate all students, especially those with hearing impairments. There needs to be a back-up plan for these students to receive the same information.

X. Provide multiple options for presentations. This is self-explanatory in that students must have more than one option available to express information.