Make modifications to the text itself-shorten the amount of text, reduce the number of vocabulary words, or simplify sentence structures. Allow students to access text differently.This is a great way to facilitate more participation for nonverbal learners and students who are anxious or shy. Students can vote with thumbs-up/thumbs-down signals or hold up colored index cards to indicate their answer (e.g., yellow for a, white for b, and green for c). Pose verbal yes-no or multiple choice questions to encourage all students to respond more during group instruction. (Hint: orphaned socks make great whiteboard erasers!) You can make response cards that are preprinted with answer choices, or equip students with small dry-erase boards and markers they can use to write their own responses and hold them up when it’s time to answer questions. Give students cards, signs, or other items they can use to respond to your questions during class discussions. Let students use signals to answer questions.Some items you might include: peel-off address labels, sticky notes, lined paper, laminating sheets, index cards, colored cardstock, felt-tip markers, pencils, erasers, highlighters, pencil sharpener, three-hole punch, assorted paper clips and rubber bands, small stapler, glue stick, tape, scissors, dice, and batteries. Get a sturdy, reusable container such as a clipboard storage case and assemble your own toolkit for making creative adaptations. Make an on-the-spot adaptations toolkit.Provide test-time helpers.Try modification strategies like adding picture cues to test items, highlighting important words in the directions or questions, providing an example for each type of test item, reducing the number of alternatives for multiple-choice items, and letting the student circle the answer rather than write the letter.Create an outline of the lesson and replace key terms and facts with blanks that students can fill in as they listen to your presentation. Develop handouts to help students take notes. Timers that allow the student to see how many minutes are left can be particularly useful for managing time. Using visual timers is a great accommodation strategy to support these students. Use a timer.Some students need help organizing their time or perform better when they know exactly how long tasks will take.He explained that he often got nervous if he saw “a whole blank piece of paper” in front of him, and that he hated “the feel of the pencil on the paper.” Changing up his writing materials proved to be a successful strategy-after making the switch, the student was able to write for longer periods of time. For example, one student chose a black felt-tip marker and a half-sheet of paper. ![]() Let students choose their writing instruments and paper size.Instead of traditional pencils and full-size sheets of paper, offer choices. Click the image for more literacy supports!.This can help the student start the class feeling prepared and more confident. Preteach.Introduce a concept, term, or idea to a student before it’s “officially” taught to the rest of the class.Students can also hold index cards or word windows on the page to limit information as they read. Copy segments of an assignment onto different pages to increase white space. ![]() Adequate white space and a clean, distraction-free layout can make an assignment seem less confusing. Reduce the amount of information on a page.Slowly increase the time allotted for certain tasks, or allow the student to take a test in parts-one part on the first day, the second part on the next. The student can complete them and cross out each task. For independent work time, post a to-do list on the student’s desk (in words or pictures) of the big tasks that need to be completed. These won’t work for every child-uncovering a learner’s individual strengths and needs is always your first step-but they’re helpful ideas to add to your toolbox and use with the learners who can benefit from them. ![]() Today’s post gives you 17 practical tips from some of our expert authors. But in a diverse, inclusive classroom, some students will also need accommodations and modifications to access the curriculum and express what they know. (This post is part of our Fair is Not Always Equal…Now What? blog series.)Īs many of our posts have emphasized this year, designing your lessons using the UDL framework goes a long way toward meeting each of your students’ specific learning needs.
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