Differentiation Strategies for Students with Dyslexia
Dyslexia is a neurological condition in which the brain of the individual is wired differently than that of others. It generally affects the individual's ability to read and process the written word. It is important to note that individuals with dyslexia have the same intelligence level as the rest of the population. Dyslexia is also not a motivation problem, but rather a condition that affects the brain on a neurological level.
Content
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Texts should be prerecorded or read aloud to the student to aid comprehension.
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Make use of outlines to
help with learner who struggle with note taking to be sure they have all
of the necessary information with them when they leave the classroom.
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Spelling/vocabulary should be at the student's level, even if that means they have a different list than the rest of the class.
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For partner work, pair
the student with a classmate that reads at a higher level and have the
classmate read things aloud to the student.
Process
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When giving direction,
do so slowly or in a way in addition to written. Verbal instructions can
be useful, but they often require the teacher to check in after each
step. Check-ins can be helpful strategies, but teachers need to make
sure to do them at appropriate intervals.
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Present small amounts of work at a time to help keep students from feeling overwhelmed.
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Allow students to use
manipulatives (e.g. real coins during math class) to give students a
more tangible representation of what they are learning.
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Give students extra time/days to complete assignments if needed.
Product
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Give students options
for how to complete required assignments. If students are supposed to
complete a project about a historical figure, allow them to create a
video, perform a play, or make a comic book.
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For activities that
require students to write papers, allow students to use a voice-to-text
feature like Google Voice. If the school/students does not have access
to this technology, allow students to dictate their paper to a helper.
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Allow students to have tests/assessments read aloud to them to help them comprehend the material presented.
Affect
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Create a classroom culture that values diversity in all of its forms.
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Make sure that those
helping students with dyslexia understand that their intelligence is not
affected. This will help avoid individuals talking down to students
with dyslexia.
Learning Environment
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Place students with dyslexia near the front of the room to minimize distractions.
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Surround students with dyslexia with understanding peers who can help them stay on track and understand written directions.
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Be sure students have a clear view of any visual (picture/symbol) aids provided.
Differentiation Strategies for Students with ADHD
Students with ADHD struggle with focus, hyperactivity, and impulsivity.
Content
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Develop
lesson plans that encourage kinesthetic learning, such as using
manipulatives or implementing physical movement activities
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Give directions out loud as well as in written form
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Do frequent informal checks for understanding for content and directions
Process
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Develop
a written checklist system for the students to manage their time and
directions. Teach the students how to cross of tasks once they are
finished
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Break assignments into shorter chunks. Encourage a movement break in between completed tasks.
Product
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Modify worksheets for fewer questions
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Grade for completion over neatness
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Allow students to complete writing assignments on a computer
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Permit students to answer questions out loud or fill in the blanks
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Develop a classroom community that understands that students learn in different ways
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Discuss
with students the difference between equality and fairness, and how
students may need various supports to reach their full potential
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Give frequent praise for good behavior
Learning environment
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Students should be placed somewhere in the room with minimal
distractions. This could be towards the front of the room, away from
doors or windows. This is to ensure that the students can stay focused
despite external stimuli.
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Provide seat cushions, resistance bands on seat legs, or foot rests to encourage movement while sitting
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Students could be placed next to a good learning partner who can provide reinforcement of directions when needed
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During independent work, it may be helpful for the students to work at an individual desk that is away from distractions.
Differentiation Strategies for Students with Dyscalculia
Dyscalculia is a learning disability where people struggle with basic number sense and other mathematical concepts such as doing remembering number facts in order to effectively do mental math.
Content
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Develop lessons appeal to multiple types of learners in order for multiple opportunities to connect to material
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Review previously connected content before presenting new content in order to build foundation for math processes.
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Check often to see if student understand concepts, "Why do you you think that? How do you know that is right?"
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Provide opportunities
for students to verbalize problem solving processes to make sure that
they are able to follow steps on their own.
Process
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Assitive
technology such as the use of calculators will help with assignments
that computation isn't actually what is being graded.
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Use of manipulative when introducing new math concepts will help students visualize problems.
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Use charts of math facts and formulas for reference during assignments.
Product
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Students
can present data through use of spreadsheets like Microsoft Exel, that
visually allows them to organize data by creating graphs and tables
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Allow for extra time on assignments and tests
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Modified worksheets, for example, having some information already given to add in problem solving
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Allow students to draw and model work if they aren't able to express in numbers or words.
Affect
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Maintain help expectations for all students to promote culture that all students are capable of learning.
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Praise all progress and successes to encourage hard work.
Learning environment
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Keep visual posters/anchor charts in plain sight, such as number lines and math facts
Differentiation Strategies for ELL Students
Students acquiring a second language progress through five predictable stages - Preproduction, Early Production, Speech Emergence, Intermediate Fluency, and Advanced Fluency. It's like learning to talk all over again. We will focus on Intermediate & Advanced Fluency.
Intermediate Fluency - Comprehends the language and makes few grammatical errors.
Advanced Fluency - Near native level of speech.
Content
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Make
sure they are treated equal - belittling the students, making it
simpler won't help, it will only cause them to be stuck in one stage of
fluency.
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Partner up students with a native speaking student for them to have a broader vocabulary.
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Create lesson plans that allow for visual cues.
Process
- When asking questions, it's okay to ask questions that require a lot of talking. It helps them create a bigger vocabulary. (Ex: What would happen if..? making the Intermediate student to make the connection between two subjects)
- For the advance student, if you're reading a story in class, make them retell the story.
- Teacher will be able to model the assignment before giving the students a chance to do it.
- Frequent opportunities for students to practice activities comfortably.
- Use materials when possible that relate to their culture or background.
Affect
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Student understanding of the lesson's key content goals and activities.
Learning environment
- A comfortable learning environment with a low threshold for anxiety.
- Consistency and fairness towards the students shows that the teacher doesn't have a preference in students.
References
http://www.dyslexiasw.com/advice/help-andamp-advice-for-teachers/teaching-strategies-for-dyslexic-children
http://www.readinghorizons.com/blog/post/2013/04/12/8-dyslexia-accommodations-for-students.aspx
http://www.readingrockets.org/article/accommodating-students-dyslexia-all-classroom-settings
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-adhd
http://www.learnnc.org/lp/editions/every-learner/6776
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dyscalculia
http://www.ascd.org/publications/books/108052/chapters/The-Stages-of-Second-Language-Acquisition.aspx
http://www.colorincolorado.org/article/how-create-welcoming-classroom-environment
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