Inclusive Strategies for Teachers

 

 

ADAPTING THE CLASSROOM ENVIRONMENT

When positioning the student in the classroom:

• consider sensory needs: vision, hearing, touch and smell.
• seat at front/back of room.
• seat away from noises (e.g., lights, street, hall, computers).
• use carrel/screens.
• seat with back to window.
• locate near teacher.
• change lighting (light on desk, back to window).

Depending on the student's needs, options for seating at the desk might include:

• a wheelchair accessible desk,
• lap top desk,
• lip on side of desk,
• flip-up-top desk,
• tilt-top desk,
• use large table instead of desk,
• stand at desk rather than sit,
• use a light box, and
• use box to support feet.

General organization options include:

• a "Lazy Susan" to organize the desk,
• drawers beside desk,
• bookends/bookholders to hold books on the desk,
• soup cans for pencils or tie a pencil to the desk,
• attach a pencil to the student with an extension key ring,
• attach assignment list to the desk,
• place a timetable on the desk, possibly in a book,
• reduce excess materials on the desk
• color code folders & notebooks to subject area

Pre-organizing

• Highlight key points in the textbook. Student reads just these points.
• Have the student arrive 10 minutes early to go over the day plan.
• Provide support to preview materials before the lesson.
• Give a structured overview at the beginning of the lesson.
• Prepare summary of important information with blanks for the student to fill in while listening.
• Use pre-designed two column note blanks.
• Photocopy information ahead of time.

Giving Instructions

• Repeat and simplify instructions.
• Have a peer repeat the instructions.
• Write oral instructions down and always keep in one place.
• Ask the student to repeat directions to strengthen understanding.
• Complete the first example with the student.
• Act out/model the activity to clarify instructions.
• Tape record instructions to be available as needed.

Other Suggestions

• Demonstrate or model the concepts.
• Adapt your pace.
• Use both auditory and visual presentation.
  Use of computer
  • Use of calculator
  • Partial assignments
  • Extended time
  • Guided notes/outlines
  • Alternative material
  • In-class assistance from special services
  • Changes in lessons objectives
  • Choose from narrowed-down list of answers
  • Answer orally
  • Use vocabulary list to fill-in-the-blank
  • Use vocabulary list for easy questions
  • Have test read aloud
  • Reword questions
  • Use textbook, notebook for test
  • Use more functional materials that parallel the regular curriculum (for the more severe students)