Difficulty...
Develop and/or compensate
for difficulty with: |
| Academic
Independence |
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teacher may take
incremental steps in helping student to work independently
for longer periods
|
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teacher may focus
on studentŐs effort grades and short term accomplishments
|
| |
advisor may assist
parents in taking incremental steps to help student
to work independently for longer periods
|
| |
advisor may focus
on studentŐs effort grades and short term accomplishments
|
| |
advisor may help
student to monitor stress level and to consult
with support personnel
|
| |
parents may focus
on studentŐs effort grades and short term accomplishments
|
| Anxiety
Performance |
| |
teacher may provide
student with outlines of tests well before testing
date
|
| |
teacher may provide
practice tests
|
| |
student may be
given the option of modified testing (oral, extended
time, scribe, word processor)
|
| |
student may learn
relaxation techniques to employ before/during
testing situations
|
| |
student may learn
test-taking strategies
|
| Focus |
| |
student may learn
to set specific short term goals
|
| |
teacher may give
the student immediate feedback re: performance
|
| |
teacher may bring
the student back on task via touch, name
|
| |
teacher may seat
the student in class to avoid distraction by peers
|
| |
parent may consult
with physician
|
| |
advisor may consult
with physician
|
| |
teacher may check
to see that student has recorded assignments correctly
|
| |
parent may check
to see that student has completed assignments
|
| |
advisor may check
to see that student has completed assignments
|
| |
parent may check
to see that student has correct materials for
school/home
|
| |
advisor may check
to see that student has correct materials for
school/home
|
| |
student may be
given the option of using the cassette edition
of the SAT test
|
| Hyperactivity |
| |
teacher may give
structured opportunities to move (erase blackboard)
|
| |
teacher may give
tasks that preclude off-task movement
|
| |
student may participate
in structured physical activities
|
| |
student may use
physical movement to redirect energy
|
| Impulsivity |
| |
teacher may reward
student for accuracy, not speed
|
| |
teacher may guide
student to establish ŇsetÓ before beginning task
by reviewing goals and pitfalls
|
| |
teacher may remind
student to "stop, look, and think" and to rehearse
such prior to beginning a task
|
| Motor-Fine |
| |
parent may consider
referring student for occupational therapy
|
| |
student may use
a word processor/typewriter
|
| |
student may dictate
work to scribe or into a tape recorder
|
| |
student may be
given the option of modified testing (oral, word
processor, scribe)
|
| |
student may be
given the option of using a note-taking buddy
|
| |
student may be
given the option to tape lectures/discussions
|
| Organization |
| |
advisor may support
student in copying assignments in planbook
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| |
advisor may support
student in copying assignments in planbook
|
| |
student may use
master notebook system
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| |
student may use
bookbag
|
| |
parent may check
to see that student has correct materials for
school/home
|
| |
advisor may check
to see that student has correct materials for
school/home
|
| |
parent may check
to see that student has completed assignments
|
| |
advisor may check
to see that student has completed assignments
|
| |
student may be
enrolled in Reading Lab
|
| |
teacher may show
student how to record time spent on homework using
time cards and grids
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| |
advisor may show
student how to record time spent on homework using
time cards and grids
|
| |
teacher may help
student to see patterns in "a." and to organize
study time more efficiently
|
| |
student may learn
how to use hand held electronic spell checker
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of Page | Strengths |
