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Special Ed 101
Just diagnosis'd; need advice on first steps
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<blockquote data-quote="InsaneCdn" data-source="post: 666927" data-attributes="member: 11791"><p>Some common accommodations for ADD/ADHD:</p><p>- outline of class materials at <em>start</em> of class, so student can follow along</p><p>- copies of notes - sometimes an aide takes notes for a number of students with various challenges, or the notes of a good note-taking student can be copied (if the student and parents agree)</p><p>- more time to complete work - especially for in-class work. If others have to finish within class time, the student with ADD may be able to take it home, or work on it in a study period.</p><p>- untimed exams taken in a separate environment (this is not the same as unlimited time... it means they do not have to be concerned about the clock; rarely, they may take a little more time, but usually just not having to worry about the clock cuts anxiety and increases performance)</p><p>- reduction of volume for practice work - math problems, for example, the student may only do half of them (chosen by teacher, not student <img src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" class="smilie smilie--sprite smilie--sprite8" alt=":D" title="Big Grin :D" loading="lazy" data-shortname=":D" /> )</p><p>- teacher specifically checking with student early in a project and at check-points, to make sure they understand the requirements, that their work is on target, and progress is being made</p><p>- allowances for non-neurotypical thinking - this one is huge, if you can get it. We didn't have it in a formal plan, but we had teachers that would read written work and think "what are you <em>thinking"... </em>if they know about and understand ADD, they can often figure out the twist in thinking, mark accordingly, and then work with the student to understand what was really expected.</p><p>- teacher to write all requests and requirements on the board, including outline of plan for this class</p><p> </p><p>Note-taking and outline are also common accommodations for auditory processing disorders.</p></blockquote><p></p>
[QUOTE="InsaneCdn, post: 666927, member: 11791"] Some common accommodations for ADD/ADHD: - outline of class materials at [I]start[/I] of class, so student can follow along - copies of notes - sometimes an aide takes notes for a number of students with various challenges, or the notes of a good note-taking student can be copied (if the student and parents agree) - more time to complete work - especially for in-class work. If others have to finish within class time, the student with ADD may be able to take it home, or work on it in a study period. - untimed exams taken in a separate environment (this is not the same as unlimited time... it means they do not have to be concerned about the clock; rarely, they may take a little more time, but usually just not having to worry about the clock cuts anxiety and increases performance) - reduction of volume for practice work - math problems, for example, the student may only do half of them (chosen by teacher, not student :D ) - teacher specifically checking with student early in a project and at check-points, to make sure they understand the requirements, that their work is on target, and progress is being made - allowances for non-neurotypical thinking - this one is huge, if you can get it. We didn't have it in a formal plan, but we had teachers that would read written work and think "what are you [I]thinking"... [/I]if they know about and understand ADD, they can often figure out the twist in thinking, mark accordingly, and then work with the student to understand what was really expected. - teacher to write all requests and requirements on the board, including outline of plan for this class Note-taking and outline are also common accommodations for auditory processing disorders. [/QUOTE]
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Just diagnosis'd; need advice on first steps
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