Teaching strategies for mainstream teachers with LD students

Modifying the presentation of material
- Break assignment into segments of shorter tasks.
- Use concrete examples of concepts before teaching the abstract.
- Relate information to the student's experiential base.
- Reduce the number of concepts presented at one time.
- Provide an overview of the lesson before beginning.
- Monitor the student's comprehension of language used during
instruction.
- Schedule frequent, short conferences with the student to check for
comprehension.
- Provide consistent review of any lesson before introducing new
information.
- Allow student to obtain and report information utilizing: cassette
recorders, dictation, typewriters/computers, interviews, calculators,
fact
sheets.
- Highlight important concepts to be learned in text of material.
- Monitor the rate at which material is presented.
- Give additional presentations by varying the methods using repetition,
simpler explanations, more examples and modeling.
- Require verbal responses to indicate comprehension.
- Give frequent reminders of homework assignments.
- Provide clear, concise directions and concrete examples for homework
assignments.
- Assign tasks at an appropriate reading level.
- Allow for the oral administration of tests.
- Check assignment sheet for accuracy.
_________________________________

Modifying the environment
- Use study carrels.
- Seat student in an area free of distractions.
- Use preferential seating.
- Allow the student to select his/her seating.
- Help keep student's work area free of unnecessary materials.
- Use checklists to help the student get organized.
- Frequently check the organization of the student's notebook.
- Monitor the student's use of his/her assignment sheet.
- Check the assignment sheet for accuracy.
- Provide opportunities for movement.
_________________________________________

Modifying time demands
- Increase time allowed for completion of tests or assignments.
- Reduce the amount of work or length of tests.
- Prioritize assignments and/or step to completing assignments for the
student.
- Space short work periods with breaks or change of tasks.
- Consistently follow a specific routine.
- Alternate quiet and active tasks.
- Set time limits for specific task completion.

_______________________________
Modifying The Materials
- Visual Motor Integration and Written Expression Problems
- Allow for spelling errors.
- Allow student to use either cursive or manuscript.
- Set realistic and mutually agreed upon expectations for neatness.
- Let student type, record, or give answers orally instead of writing.
- Avoid pressures of speed and accuracy.
- Provide copies of notes.
- Reduce the amount of copying from text and board.
- Accept key word responses instead of complete sentences.

____________________________________
Visual Processing Problems

- Highlight information to be learned.
- Keep written assignments and work space free from extraneous and/or
irrelevant distractions.
- Avoid purple dittos.
- Provide clear and well-defined worksheets.
- Go over visual task with student and make sure student has a clear
understanding of all parts of the assignment from the beginning.
- Avoid having student copy from the board.
- Have student verbalize instructions before beginning task.
- Avoid crowded, cluttered worksheets by utilizing techniques such as
blocking (blocking assignments into smaller segments), cutting (cut
worksheets into sections, folding (fold worksheets into sections), and
highlighting, color coding or underlining.
________________________________________

Language Processing Problems
- Give written directions to supplement verbal directions.
- Slow the rate of presentations.
- Paraphrase information.
- Keep statements short and to the point.
- Avoid use of abstract language such as metaphors, idioms, and puns.
- Keep sentence structures simple.
- Encourage feedback from student to check for understanding.
- Familiarize student with any new vocabulary before beginning the
lesson.
- Reduce the amount of extraneous noise such as conversation, radio, TV,
outside noises, etc.
- Alert student's attention before expressing key points.
- Ensure the readability levels of the textbooks are commensurate with
the
student's language level. - Utilize visual aids such as charts and
graphs.
- Utilize manipulative, hands-on activities whenever possible.
- Always demonstrate how new material relates to previously learned
information.
- Cue student by calling his/her name before asking questions.
_______________________________________

Organizational Problems
- Provide an established daily routine
- Provide clear rules and consistently enforce them.
- Contract with student and use rewards for completion of contract.
- Check the student's notebook to insure the use of dividers, assignment
sheet, and calendar.
- Provide due date on written assignments.
- Provide a specific place for turning in completed assignments.
_____________________________________

Use of Groups and Peers

- Utilize cooperative learning strategies when appropriate.
- Assign a peer helper to check understanding of directions.
- Assign a peer helper to read important directions and essential
information.
- Assign a peer tutor to record material dictated by the student.
_______________________________________

Helping Focus Attention
- Establish relevancy and purpose for learning by relating to previous
experiences. - Shape approximations of desired behavior by providing
direct
reinforcement such as praise or immediate feedback of correct answers.
- Seat student close to teacher.
- Make a positive, personal comment every time the student shows any
evidence of interest.
- Make frequent checks for assignment progress/completion.
- Give advance warning of when a transition is going to take place.
- Use physical proximity and touch to help student refocus.
______________________________

Assisting the Reluctant Starter
- Give a personal cue to begin work.
- Give work in smaller units.
- Provide immediate reinforcers and feedback.
- Make sure the appropriate books and materials are open to the correct
pages.
- Introduce the assignment in sequential steps.
- Check for student understanding of instructions.
- Check on progress often in the first few minutes of work.
- Provide time suggestions for each task.
- Provide a checklist for long, detailed tasks.
________________________________

Dealing with Inappropriate Behaviour
- Provide clear and concise classroom expectations and consequences.
- Consistently enforce rules.
- Avoid the use of confrontational techniques.
- Provide student with alternatives.
- Designate a "cooling off" location within the classroom.
- Assign activities which require some movement.
- Use praise generously.
- Avoid power struggles.
- Ignore attention getting behaviour for a short time.
- Avoid criticizing the student.
- Communicate frequently with parents.
- Monitor levels of tolerance and be mindful of signs of frustration.
- Speak privately, without the audience of peers, to student about
inappropriate behaviour.