Special+needs



STUDENTS WITH SENSORY IMPAIRMANES

1. For the Development section: Pair students with a student that does not have visual impairments and use large print materials and or text magnifier; also colored overlays can be used when presenting overhead projector lessons (visual impairments) for reading assignments.

2. For the Development section: Allow students to illustrate or construct projects to go with verbal presentation and provide a ‘peer buddy to check with the student to be sure directions are understood and to work with the student (hearing impairments) in answering questions from this section.

3. For all parts: Allow students to use cues for daily work and test. Make use of acrostics, acronyms, and mnemonic devices as an aid to learning (visual and hearing impairments).

4 Use Blooms taxonomy (www.coun.uvic.ca/learn/program/hndouts/bloom.html) for all students.

5. Use open book test, test on tape, take home test and possibly arrange answers vertically on the page. Additionally, allow oral exams when necessary (visual and hearing impairments).

STUDENTS WITH ATTENTION/BEHAVIOR DIFFICULTIES

1. Allow the student to use word processors or computers to complete their written work for any part of this lesson.

2. Room decorations should directly relate to current curriculum being taught (Polymers and People).

3. Use low-level music or environmental sounds during independent work. This can be used with the whole class or with headphones.

4. Provide optional work areas that have fewer distractions.

5. Provide student with materials that coincide with their learning level.