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Parental involvement with students with disabilities is important because they often need help with homework at home and repetition of skills learned. Contacts with parents about homework can be increased through parent-teacher conferences, this can also be done through email. Involve the parents by creating checklists, newsletters, notes, phones calls, and/or discussion groups. Have parents teach the student skills and concepts that are on the students level. Limit the amount of time parents tutor to 15 min in grades up to six.
Students with moderate to severe intellectual disabilities often times are unable to perform every day tasks that students without disabilities are able to. It is important we make modifications for these students so that they are able to meet the same curricular standards. One way to do this is by modifying materials and activities by conducting an environmental inventory. Also, make sure that modifications made match the students' IEP.
It is often hard to meet the needs of all students when designing practice activities because every student has different needs. Listed below are adjustments that can be made to meet the needs of students with special needs.
Adjusting seatwork assignments:
Adjusting homework assignments- Ask yourself these questions:
When ideas are clearly tied together this enables students to understand them more easily. Also, effective communication requires both oral (giving directions, asking questions, and delivering instruction) and written (textbooks, handouts, homework and written tests).
Students with disabilities or students who are at risk are likely to have difficulty with vocabulary and concept demands of content area texts.
Students can benefit from scaffolds and supports (graphic organizers, study guides, advance organizers, cue words and organizational patterns) that help them identify important information. Organize curriculum according to big ideas rather than facts in isolation.
The amount of background knowledge a student has on a subject matter will greatly influence whether they can read with understanding. Just as preskills, you should check for students' background knowledge prior to teaching the lesson. Try to activate prior knowledge by having students make predictions.
Students at risk or have disabilities may need more direct instruction in order to learn skills. Consistent practice is needed in order for students to retain information and mastery of skills.
INCLUDE strategy: teach one skill at a time. Introduce new skills in small steps at a rate slow enough to ensure mastery. Prioritize some skills such as foundational skills before moving on, if needed.
The example selection that you choose for instruction and student practice can help students learn to make distinctions between concepts more readily. Choose examples that first, require the use of only one skill. Once the skill is mastered, it is then appropriate to start adding examples of previous taught skills. Students will then be able to make a distinction between the different skills. Sequencing should follow an appropriate order. Try to stay away from introducing new concepts, such as man and men that look and sound the similar, too soon to each other. Let students master one before moving on to the next.
These are basic skills that are needed to perform more complex skills. Prior to teaching, you should assess students on relevant preskills and teach them if needed. When teaching preskills, teach them directly before teaching the more complex skill. If only one or two students are lacking the preskill then you can accommodate them with extra practice and instruction.
