Strategeis For Adapting

Strategies for Adapting Presentations

 Breaking up all tasks into shorter chunks
 Concrete samples and visual aides: use of models, examples, video clips and demonstrations, charts, graphs.
 Hands on activities whenever possible and experiential based tasks.
 Pre-teaching vocabulary.
 Reinforce new and specific vocabulary at the start of every lesson.
 Avoid abstract language, metaphors and idioms.
 Check for student’s prior knowledge of a subject.
 Preview of lesson and continual summations and review of main concepts.
 Larger print, especially for vision impaired students, and simple, non-cluttered handouts. 14 font minimum for integration students.
 Clear and well defined worksheets
 Provide framework and scaffolding for assignments and major tasks and checklists.
 Clear and concise directions regarding homework, simple and manageable goals. Making sure the student can achieve the work independently at home where possible.
 Underlining or highlighting key concepts in text.
 Reduce the number of concepts that are presented at once.
 All tasks designed for the appropriate reading level.

Strategies for Effective Teaching

 Increasing time allowances for assignments and tests.
 Prioritise the tasks for the student and set manageable goals.
 Set small goals for students. (Check lists may help)
 Follow a specific routine; write a dot point list of tasks on the board.
 Space short work periods with breaks.
 Cue the student by calling his/ her name before asking them a question in class.
 Cue student in before giving important information to the class as they may have poor concentration.
 Provide class time to organise books.
 Check for understanding by getting student to repeat the instructions or key concepts you have given.
 Provide clear rules and consistent enforcement.
 Use rewards and contract systems to motivate students
 Provide students with a list of dates to check for completed work and measure progress.
 Use student planners to help student with organisation and to keep parents informed of progress.
 Collect key class work if it is consistently getting lost or damaged.
 Avoid the need for students to copy notes from the board.
 Ask students to verbalise their understanding of a task or concept.

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