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MEANINGFUL CLASSROOMS ARE COLORFUL AND INVITINGMEETING THE NEEDS OF ALL STUDENTS

THIRD GRADE CLASSROOMDIFFERENTIATE YOUR INSTRUCTIONADHD STUDENTS, KELVIN DOMINICK ANDSHIRANDAAUDITORY DISABILITY SARAH21 STUDENTS MILD LEARNING DISABILITY

ARRANGE STUDENTS TO FACILITATE LEARNING AND USE WHITEBOARDSUSING WHITEBOARDS WILL HELP STUDENTS TO VISUALIZE LESSON MORE EFFECTIVELY TEACHER WILL BE ABLE TO MONITOR HOW STUDENTS ARE PROGRESSING INDIVIDUALLYSTUDENTS WILL RESPOND MORE WILLINGLY BECAUSE OF ANONNYMITY OF WHITEBOARD RESPONSE SYSTEMCIRCLE CONFIGURATION MOTIVATES DISCUSSION AND FLEXIBILITY IN SEATING

LEAST RESTRICTIVE ENVIRONMENTACCORDING TO LAWFIRST CONSIDERATION SHOULD BE FOR STUDENTS TO HAVE PLACEMENT IN GENERAL EDUCATION CLASSROOMAPPROPRIATE SUPPLEMENTARY AIDS AND SERVCES SHOULD BE AVAILABLE FOR STUDENTS USE

MOTIVATE LEARNING IN AN INCLUSIVE LEAST RESTRICTIVE WAY

INCLUSIVE EDUCATIONREGARDLESS OF THEIR DISABILITY STUDENTS SHOULD BE EDUCATED IN AGE APPROPRIATE GENERAL EDUCATION CLASSESBEST FIT IS NEIGHBORHOOD SCHOOL IN NATURAL PROPORTIONSALL NECESSARY SUPPORTS ARE PROVIDED FOR STUDENTS AND EDUCATORS

DEFINITION OF TERMSREGARDLESS OF DISABILITY : INCLUSION LOOKS DIFFERENT FOR EVERY STUDENT, BASED ON INDIVIDUAL NEEDS, STRATEGIES AND RESOURCES REQUIREDAGE APPROPRIATE: PLACEMENT SHOULD BE WITH STUDENTS ONE TO TWO YEARS OF CHRONOLOGICAL AGE OF STUDENT BEING INCLUDEDNEIGHBORHOOD SCHOOL: THIS REFERS TO THE SCHOOL THE CHILD WOULD ATTEND IF SHE OR HE DID NOT HAVE AN EDUCATIONAL DISABILITYSUPPORTS: CURRICULAR OR INSTRUCTIONAL STRATEGIES, PEER SUPPORTS ASSISTIVE TECHNOLOGY

RESOURCES ONLINE ADDINSCHOOL.COM Elementary School Intervention Pages:Your Room Set-Up and ADHD Students Presenting Your Lesson to ADHD Students Using Worksheets Giving Tests to ADHD Students Organizing Your ADHD Students Increasing Your ADHD Students' Time-On-Task Dealing with Impulsive Behaviors Improving Social Skills Increasing Compliance in the Classroom Improving Consistency of Performance ADD in School Home Page

INSTRUCTIONAL PRACTICES FOR ADHD STUDENTSEnvironmental AssistanceProvide an ADHD student an appropriate and helpful environment to encourage focus and reduce distractions. Seat him near the teacher and away from items and students that might encourage him to stray. Create a quiet classroom atmosphere by encouraging the use of "inside voices" and calming music. Remove distracting items from an ADHD student's desk, including extra pens and pencils, toys and rubber bands. Give him a fidget object, a small handheld item that can be held and squeezed but that won't make noise.

INSTRUCTIONAL FOR ADHDOrganizational HelpBecause children with ADHD lose focus easily, verbal prompts and visual reminders help them stay on task. Print a schedule for the student that stays on her desk or on the wall nearby. Help her organize her textbooks, notebooks and paperwork in a way that follows her daily schedule. Provide verbal prompts by asking questions about what she should be doing and what tools she needs to complete assignments. Suggest she make a list of the steps needed to complete a particular assignment.

INSTRUCTIONAL HELP FOR ADHDActive LessonsWhenever possible, create lessons and activities that include movement. Go outside and have students write their skip-counting (multiplication) numbers on the sidewalk and then tell them to jump from number to number. For spelling words, have students spell aloud as they jump in the air for each letter or do one jumping jack for each letter. When learning a poem, have students walk in circles around the room as they recite their lines. Between lessons, tell students to jog in place for one minute. Ask students to stand up when reading aloud or switch from standing on one foot to the other. Include one or more energy-expending activity during recess, such as two laps around the playground or a race.

INSTRUCTIONAL HELP FOR ADHDHigh ExpectationsCreate high expectations for students with ADHD. Develop goals and plans and discuss consequences for not meeting the goals. Goals might include staying in the seat, using respectful language and not talking out of turn. Provide tangible and intangible goals. Tangible rewards include extra playtime, an opportunity to help the teacher or a reward from the treasure box. Intangible goals include smiles and positive comments. If a child does not follow the goals and plans, implement appropriate consequences that might include a timeout or removal of classroom privileges.

REFERENCESReferencesU.S. Department of Education: Teaching Children With Attention Deficit Hyperactivity DisorderCenters for Disease Control and Prevention: ADHDHelp Guide: ADHD and School

HELPING APPROACHES FOR HEARING IMPAIRED STUDENTSTUDENT SHOULD SIT CLOSER TO TEACHERLOOK DIRECTLEY AT STUDENT SPEAK SLOWLY, NATURALLY , AND CLEARLY DO NOT EXAGERRATE YOUR LIP MOVEMENTS OR SHOUTWRITING MATERIALS SHOULD BREAK UP LONG SENTENCESREDUCE DIFFICULT VOCABULARY LOAD

ASSISTIVE TECHNOLOGY HEARING IMPAIREDHEARING ASSITIVE TECHNOLOGY SYSTEMS HATS ARE DEVICES THAT HELP STUDENT FUNCTION BETTER IN DAY TO DAY COMMUNICATION CAN BE USED WITH OR WITHOUT HEARING AIDS OR COCHLEAR IMPLANTSHEARING AIDS PLUS HATS EQUAL BETTER LISTENING AND BETTER COMMUNICATION

INSTRUCTIONAL PRACTICE FORMIDLY LEARNING DISABLED TEACHERS CAN CHANGE CLASSROOM ROUTINES TO HELP CHILDREN WITH LEARNING DISABILITIESREADING WRITTEN INFORMATION ALOUD ALLOWING EXTRA TIME ON EXAMS, TAPING LESSONS USING COMPUTER TECHNOLOGY THAT HELP TO STIMULATE LEARNING FOR SOME STUDENDTS

ENCOURAGE PARENT TO HAVE THEIR DECISIONS WRITTEN INTO THE IEPHave your decisions written into the IEP.

INSTRUCTIONAL PRACTICE FOR MIDLY LEARNING DISABLED STUDENTCHANGE CLASSROOM ROUTINES READ WRITTEN INFORMATION OF LESSON ALOUDALLOW EXTRA TIME FOR COMPLETING ASSIGNMENTS OR EXAMSTAPING LESSONSUSING COMPUTER TECHNOLOGY TO HELP STUDENTS THAT RESPOND BETTER TO TECHNOLOGY BASED LEARNING

INSTRUCTIONAL PRACTICE FORMIDLY LEARNING DISABLED STUDENTUSING READING MATERIALS AT VARYING LEVELSUSING SPELLING OR VOCABULARY LISTS AT READINESS LEVELS OF STUDENTSREADING BUDDIESMEETING WITH SMALL GROUPS TO RETEACH AN IDEA OR SKILLSPRESENTING IDEAS THROUGH BOTH AUDITORY AND VISUAL MEANS

DIFFERENTIATE INSTRUCTION TAKES INTO ACCOUNT THE FOLLOWINGNOT ALL STUDENTS ARE ALIKEVARY IN BACKGROUND AND KNOWLEDGE AND ABILITIESAPPROACH TEACHING AND LEARNING TO REACH STUDENTS WITH DIFFERENT ABILITIES IN SAME CLASSROOMMEETING EACH STUDENT WHERE HE OR SHE IS AT

ASSISTIVE TECHNOLOGY FOR MIDLY LEARNING DISABLED STUDENTSCAN BE HIGH TECHNOLOGY LIKE CALCULATORS,WORD PROCESSORS,ALTERNATIVE KEY BOARDS,AUGMENTAIVE COMMUNICATION DEVICES OR LOW TECH LIKE NOTE TAKING CASSETTEE,WORKBOOKS, PICTURE BOARDS,TAPED INSTRUCTIONS,TALKING CLOCKLOW TECH / ORGANIZATION HELP FROM TEACHER OR HIGH TECH SOFTWARE TO HELP WITH ORGANIZATIONNOTETAKING LOW TECH TEACHER PROVIDES COPY OR HIGH TECH VOICE SYNTHESIZER OR TAPE RECORRDING OF NOTES ON ASSIGNMENTWRITING ASSISTANCE/WORD PROCESSING APPLICATION OF ASSISTIVE TECHNOLOGY FOR MILD DISABILITY ENABLE STUDENTS TO PUT IDEAS ON PAPER WITHOUT BARRIERS IMPOSED BY PAPER AND PENCIL AND ALSO ASSIST IN MECHANICS OF SPELLING, GRAMMAR AND PUNCTUATION ERRORS

REFERENCESReferencesU.S. Department of Education: Teaching Children With Attention Deficit Hyperactivity DisorderCenters for Disease Control and Prevention: ADHDHelp Guide: ADHD and SchoolAbout.Com. Special Education/http://special ed.about.com/od integrational/a/inclusional.htm.What is inclusion? From http.//www/kidstogether.org/isor.htm

REFERENCESTeaching Tips ADD/ADHD. User.cubrzn.com/kenyonck/add/teaching tips.htm/Effective Teaching Strategies for Midly Disabled Children www.hiceducation.org/edu proceeding/kimberly% 2 fields pdf.ADD/ADHD in children Ways to Help an ADHD Child/www/adhd child parents.com help for adhd children

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