Chapter+4

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= Tables from Book = Competencies for opening a lesson Competencies for explicit modeling Competencies for conducting guided practice Competencies for conducting independent practice Competencies for monitoring progress and providing feedback Competencies for promoting generalization Competencies for fostering independence Competencies for using questions

//**SLANT**// mnemonic is useful: - //**S**//—Sit up straight. - //**L**//—Lean forward in your desk. - //**A**//—Act interested. - //**N**//—Nod occasionally to signal understanding. - //**T**//—Track the teacher with your eyes.

= Accommodating Students with Learning Problems in General Education Classrooms =

* Develop reading guides: provides the student with a road map of what is written and helps with comprehension.
= Accommodations Involving Interactive Instruction = = Accommodations Involving Student Performance =
 * == Use explicit teaching procedures: presenting students with a graphic organizer prior to the lesson, demonstrate the skill, provide guided practice, offer corrective feedback ==
 * == Repeat directions: have the students repeat the directions in their own words ==
 * == Maintain daily routines: students like the structure and knowing what is going to happen next. ==
 * == Provide copy of lecture notes: Give the students a copy of the lecture notes in case they have trouble taking notes themselves ==
 * == Provide students with a graphic organizer: outlines, charts, graphs, webs can all be given to students to have fill out during presentations or lectures. ==
 * == Use step-by-step instruction: helps learners with limited prior knowledge who need explicit or part to whole instruction. ==
 * == Combine verbal and visual information: can provide visual displays ==
 * == Write key points or words on the chalkboard: using chalk board, white board, or transparencies ==
 * == Use balanced presentations and activities: Use a good number or oral presentations with verbal presentations ==
 * == Use mnemonic instruction: helps students remember key information. ==
 * == In a review of the literature, Wolgemuth, Cobb, and Alwell (2008) strongly support the use of mnemonic strategies for students with disabilities across settings. ==
 * == Emphasize daily review: helps students connect new information with prior knowledge. ==
 * == Change response mode: Teachers can use response modes like underlining, selecting, sorting, or marking ==
 * == Provide an outline of the lecture: enables students to follow lessons and make appropriate notes. ==
 * == Encourage use of graphic organizers: organizes material into a visual format. ==
 * == Place students close to the teacher: Place students away from distracting sounds, materials, or objects ==
 * == Encourage use of assignment books or calendars: allows students to record assignments, due dates, school activities ==
 * == Reduce copying activities: include information or activity on handouts or worksheets ==
 * == Have students turn lined paper vertically for math: help keep numbers in appropriate columns ==
 * == Use cues to denote important items: asterisks or bullets can denote questions or activities ==
 * == Design hierarchical worksheets: the teacher can design worksheets that flow easiest to hardest ==
 * == Allow use of instructional aids: students can be given letter and number strips to help them write correctly ==
 * == Display work samples: helps students realize expectations and plan accordingly ==
 * == Use peer-mediated learning: pair peers of different ability levels to compare and review notes ==
 * == Encourage note sharing: students can use carbon paper or a notebook computer to take notes and then share them with absent students. ==
 * == Use flexible work times: give students who work slowly additional time to complete assignments ==
 * == Provide additional practice: all students require different amounts of practice ==
 * == Use assignment substitutions or adjustments: students can be allowed to complete projects instead of oral reports and vise versa. ==


 * Information Found From: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) **