Students with ADD or ADHD and/or Autism Spectrum Disorders

• Pre-teach concepts to kids with autism who experience difficulty with getting the concept from the investigations
• Focus on more concrete aspects for kids with autism (yes, no questions and narrow choices in other questions)
• Allow kids with autism to work alone or with a partner while the class is working as a whole or in small groups
• Provide multi-sensory representations of instruction and content
• Modify activities to make them more physical
• Use graphic organizers (thinking maps, Kidspiration, Inspiration)
• Limit amount of material presented at one time
• Use a specific sound to designate the end, and the beginning of activities
• Reduce visual stimuli of instructional materials (such as by folding worksheets in half or by presenting one set of problems at a time –i.e., 10 of 30 problems)
• Reduce visual stimuli in the room
• Use calming colors (blues, tans, greens) and no bright colors in the classroom or in the materials provided to students
• Give breaks
• Use graph paper to help guide students in writing out computation problems; color code the ones, tens and hundreds columns
• Use Math games (card games, dice games, on-line games, etc.) as an instructional tool
• Have students use headphones to block auditory stimuli
• Provide study carrels to block visual stimuli
• Change room lighting (use lamp light, natural light, or low light)
• Allow students to sit on therapy balls or balance stools
• Provide a schedule of activities to follow and/or a checklist
• Provide written and/or picture versions of directions and class routines
• Allow self-stimulatory behaviors that are not disruptive to others or the learning environment. Some ideas for sensory stimulation:
  o Thera-putty
  o Thera-bands
  o Body socks
  o Koosh balls
  o Silk or satin fabric or ribbon to rub
  o Gum
  o Scented sprays with calming scents (such as Lavender, Chamomile, etc.), however, check with parents for allergy and asthma problems first
  o Snack breaks or snacks throughout (preferably something crunchy or chewy, but with low or no sugar)
  o Listening to music (headphones or whole class)
  o Water and frequent bathroom breaks
  o Weighted vests or lap weights
  o Breaks for “heavy” work (includes lifting or carrying heavy objects, doing exercises such as toe touches, jumping jacks, pull ups, push ups, body lifts, quick basketball game, etc.)
  

Students with Blindness and Visual Impairments

• Provide large print copy of materials (with a minimum of 18 point font)
• Provide high-contrast paper
• Use light tracers
• Provide large magnifiers in learning centers
• Use bold colors that are easy to differentiate
• Provide audio version of materials (tape record printed material or have scanned into a computer so the computer can read it)
• Describe items/objects presented visually
• Provide manipulatives that will not roll off the desk
• Put manipulatives on a tray so that the student knows where all of the manipulatives are; Velcro the tray to the desk so it is not easily knocked off the desk
• Save documents as ASCII or plain text on computer so they can be read by speech synthesizers or so it can be printed out in Braille
• Let a student with visual disabilities know when you are walking away from them/leaving them
• Have students identify themselves by name before speaking
• Trace lines, numbers and letters with glue to create a raised, tactile effect; add string or yarn for emphasis
  

Students with Cognitive or Developmental Disabilities

• Math Games (card games, dice games, on-line games, etc.)
• Pre-teach
• Provide social or academic alternatives to content that is beyond the student’s cognitive level:
  o folder work
  o manipulative boxes with problems to solve independently
  o distributing papers
  o handwriting practice
  o small group work,
  o file folder games such as those published by Carson-Dellosa
• Focus in on the main idea or the more concrete aspects of the unit and teach just that
• Use hands on activities as much as possible rather than paperwork
• Use simplified, money or talking calculators
• Provide multi-sensory representations of instruction and content
• Provide a schedule of activities to follow and/or a checklist
• Provide picture versions of directions and class routines
• Alternate quiet activities with active ones
• Provide motivation and frequent praise
• Use songs to teach routines and concepts
• Link literature (such as picture books) to instructional content
• Assess using alternative methods
  

Students with Communication Disabilities

• Allow extra time to process information
• Give instructions one step at a time
• Allow the student extra time to prepare for class presentations
• Provide vocabulary in advance of the lesson on student’s communication device, in sign language, or in picture format
• Use speech to text computer programs to allow students opportunities to answer questions (IntelliMath, IntelliTalk, Mathpad, etc.)
• Provide low tech and/or high tech alternatives to answer multiple choice questions (i.e., number or letter answer choices so that the student can give just the number or letter as an answer instead of repeating the whole answer)
• Use talking calculators
  

Students with Dysgraphia

• Use a speech to text computer program such as (Dragon Naturally Speaking, ViaVoice)
• Use graphic organizers (thinking maps, Kidspiration, Inspiration)
• Allow students to complete assignments on video or audio tape
• Use talking calculators
  

Students with Deafness or Hearing Impairments

• Provide written and/or American Sign Language directions
• Do not shout; hearing aids make sounds louder, not clearer
• Visually describe objects/stories presented verbally
• Seat the student so that they have an unobstructed view of the speaker, and be sure you have their attention before you speak
• Allow the student extra time to prepare for class presentations
• Do not let other students play with a companion or guide dog because they are working like a police dog or guard dog
  

Students with Emotional Behavioral Disabilities

• Set appropriate expectations, provide a written copy of the expectations, and review those expectations with the students
• Give breaks
• Provide choices in all activities (i.e., which manipulatives to use, etc.)
• Pair students with others who they are comfortable with and who can help keep them remain on task
• Give praise and encouragement for cooperation, appropriate expression, and good effort
• Be consistent in responding to inappropriate behavior, remain calm and matter-of-fact
• Provide a schedule of activities to follow and/or a checklist
• Provide multi-sensory representations of instruction and content
• Provide opportunities for students to incorporate something personal into activities (i.e., bring in manipulatives from home, share their methods for solving problems, etc.)
• End all activities in a fun and rewarding way
  

Students with Learning Disabilities

• Set up a math group with a LAP specialist or teacher providing scaffolding
• Use graphic organizers (thinking maps, Kidspiration, Inspiration)
• Allow extra time to process information
• Use Math games (card games, dice games, on-line games, etc.) as an instructional tool
• Use graph paper to help guide students in writing out computation problems; color code the ones, tens and hundreds columns
• Give directions in multiple representations: written, verbal, and, if possible, with visual representation
• Provide an example of sentence structure and sample sentences, or sentence starters
• Pre-teach concepts
  

Students with Limited Dexterity or Physical/Motor Disabilities

• Provide larger manipulatives that are easier to grip
• Use manipulatives that will not roll away
• Allow students to complete written work on the computer (Mathpad, etc.)
• Velcro or tape down paper or materials to stabilize
• Provide extra room in aisles and around the classroom to allow students space to maneuver without obstacles
• Allow extra time for students to complete activities or work with manipulatives
• Pair student with a student with good fine motor skills, allowing each student to showcase their skills (i.e., one student works with the manipulatives while the other students tracks the count and/or types up the results)

Developed by: Heather Downey, Davina Greive, & Shealeen Stabelfeldt