Teaching strategies that support participation and learning of students with a disability:
Instructional design strategies for teaching students with a disability:
· Begin class with a review of the previous lecture and an overview of topics to be covered that day. At the conclusion of the lecture, summarize key points.
· Highlight major concepts and terminology both orally and visually. Be alert for opportunities to provide information in more than one sensory mode.
· Emphasize main ideas and key concepts during lecture and highlight them on the blackboard or overhead.
· Speak directly to students; use gestures and natural expressions to convey further meaning.
· Diminish or eliminate auditory and visual distractions.
· Present new or technical vocabulary on the blackboard or overhead, or use a handout.
· Use visual aids such as diagrams, charts, and graphs; use color to enhance the message.
· Give assignments both orally and in written form; be available for clarification.
· Provide adequate opportunities for participation, questions and/or discussion.
· Provide timelines for long-range assignments.
· Use sequential steps for long-range assignments; for example, for a lengthy paper
1. select a topic
2. write an outline
3. submit a rough draft
4. make necessary corrections with approval
5. turn in a final draft.
· Give feedback on early drafts of papers so there is adequate time for clarification, rewrites, and refinements.
· Provide study questions and review sessions to aid in mastering material and preparing for exams.
· Give sample test questions; explain what constitutes a good answer and why.
· To test knowledge of material rather than test-taking savvy, phrase test items clearly. Be concise and avoid double negatives.
· Facilitate the formation of study groups for students who wish to participate.
· Encourage students to seek assistance during school hours and to use campus support services.
(Source: Student Disability Services n.d.; do2Learn, n.d.)
Other teaching strategies and useful resources:
Characteristics of different disabilities and offer strategies to address these characteristics:
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/Overview.html
Attention Deficit Disorder (ADO):
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/AttentionDeficitDisorder_Strategies.html
Autism Spectrum Disorder (ASD):
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/AutismSpectrumDisorder_Strategies.html
Developmental Delay:
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/DevelopmentalDelay_Strategies.html
Emotional Disturbance:
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/EmotionalDisturbance_Strategies.html
Fetal Alcohol Spectrum Disorder (FASD):
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/FASD_Strategies.html
Intellectual Disability:
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/IntellectualDisability_Strategies.html
Specific Learning Disability (SLD):
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearningDisability_Strategies.html
Students with a Cognitive Impairment:
http://www.jcu.edu.au/disability/JCUPRD_051402.html
Speech or Language Impairment (SLI):
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html
Traumatic Brain Injury (TBI):
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/TraumaticBrainInjury_Strategies.html
Twice Exceptional (2e)
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/TwiceExeptional_Strategies.html
Students who are deaf or have a hearing disability:
http://sydney.edu.au/current_students/disability/staff/teaching_strategies/hearing.shtml
Students with a vision disability:
http://sydney.edu.au/current_students/disability/staff/teaching_strategies/vision.shtml
Students with a speech disability:
http://sydney.edu.au/current_students/disability/staff/teaching_strategies/speech.shtml
Students with a learning disability:
http://sydney.edu.au/current_students/disability/staff/teaching_strategies/learning.shtml
Students with a physical disability:
http://sydney.edu.au/current_students/disability/staff/teaching_strategies/mobility_physical.shtml
Students with a psychological disability:
http://sydney.edu.au/current_students/disability/staff/teaching_strategies/mental_health.shtml
Students with Auditory Processing Disorder:
http://www.swinburne.edu.au/stuserv/disability/resources/Auditory%20Processing%20Disorder.pdf
Students with Chronic/Ongoing Medical Conditions:
http://www.swinburne.edu.au/stuserv/disability/resources/Chronic%20or%20Ongoing%20Medical%20Conditions.pdf
Students with Dyslexia:
http://www.swinburne.edu.au/stuserv/disability/resources/Dyslexia.pdf
Students with Dyspraxia:
http://www.swinburne.edu.au/stuserv/disability/resources/Dyspraxia.pdf
Students with Mental illness or Episodic Conditions:
http://www.swinburne.edu.au/stuserv/disability/resources/Mental%20Health%20&%20Episodic%20conditions.pdf
Students with Mobility Impairment:
http://www.swinburne.edu.au/stuserv/disability/resources/Mobility%20Impairment.pdf
Students with Muscular Dystrophy:
http://www.swinburne.edu.au/stuserv/disability/resources/Muscular%20Dystrophy.pdf
Students with Cerebral Palsy:
http://www.swinburne.edu.au/stuserv/disability/resources/CerebralPalsy.docx
Visually Impaired students:
http://www.swinburne.edu.au/stuserv/disability/resources/Visual%20Impairment.pdf
Managing examinations:
http://sydney.edu.au/current_students/disability/staff/managing_examinations.shtml
Managing assessments:
http://sydney.edu.au/current_students/disability/staff/managing_assessments.shtml
Teaching students with disabilities:
http://www.dsp.berkeley.edu/teachstudentswithdisab
Inclusive teaching strategies in Queensland:
http://education.qld.gov.au/staff/learning/diversity/teaching/teaching.html
Universal Design for Learning (UDL):
http://education.qld.gov.au/learningplace/?pid=35942
Productive Pedagogies:
The productive pedagogies cover four broad areas of teaching and learning: intellectual quality, supportive classroom environment, recognition of difference, and connectedness. The productive pedagogies are a teacher reflection tool. They are designed for teachers to reflect on their teaching practices to ensure that 'all students regardless of background are engaged in intellectually challenging and relevant curriculum in a supportive environment'.
Differentiated Instruction:
Differentiated instruction refers to teaching that is adapted to take into account the range of individual differences and needs of students in any one classroom. It comprises modifications to the curriculum, teaching structures, and teaching practices in combination to ensure that instruction is relevant, flexible, and responsive, leading to successful achievement, and the development of students as self-regulated learners alongside their peers.
Students with disabilities in mainstream classrooms: A resource for teachers
http://www.dow.catholic.edu.au/MSSD/Resources/Learning%20Support%20Centres/Students%20with%20disabilities%20in%20mainstream%20classes%20-%20A%20resource%20for%20teachers.pdf
References:
Student Disability Services. (n.d.). Guidelines for Teaching Students with Disabilities. Retrieved from http://web.jhu.edu/disabilities/faculty/guidelines.html
do2Learn. (n.d.). Specific Learning Disability (SLD). Retrieved from
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearningDisability_Strategies.html
Instructional design strategies for teaching students with a disability:
· Begin class with a review of the previous lecture and an overview of topics to be covered that day. At the conclusion of the lecture, summarize key points.
· Highlight major concepts and terminology both orally and visually. Be alert for opportunities to provide information in more than one sensory mode.
· Emphasize main ideas and key concepts during lecture and highlight them on the blackboard or overhead.
· Speak directly to students; use gestures and natural expressions to convey further meaning.
· Diminish or eliminate auditory and visual distractions.
· Present new or technical vocabulary on the blackboard or overhead, or use a handout.
· Use visual aids such as diagrams, charts, and graphs; use color to enhance the message.
· Give assignments both orally and in written form; be available for clarification.
· Provide adequate opportunities for participation, questions and/or discussion.
· Provide timelines for long-range assignments.
· Use sequential steps for long-range assignments; for example, for a lengthy paper
1. select a topic
2. write an outline
3. submit a rough draft
4. make necessary corrections with approval
5. turn in a final draft.
· Give feedback on early drafts of papers so there is adequate time for clarification, rewrites, and refinements.
· Provide study questions and review sessions to aid in mastering material and preparing for exams.
· Give sample test questions; explain what constitutes a good answer and why.
· To test knowledge of material rather than test-taking savvy, phrase test items clearly. Be concise and avoid double negatives.
· Facilitate the formation of study groups for students who wish to participate.
· Encourage students to seek assistance during school hours and to use campus support services.
(Source: Student Disability Services n.d.; do2Learn, n.d.)
Other teaching strategies and useful resources:
Characteristics of different disabilities and offer strategies to address these characteristics:
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/Overview.html
Attention Deficit Disorder (ADO):
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/AttentionDeficitDisorder_Strategies.html
Autism Spectrum Disorder (ASD):
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/AutismSpectrumDisorder_Strategies.html
Developmental Delay:
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/DevelopmentalDelay_Strategies.html
Emotional Disturbance:
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/EmotionalDisturbance_Strategies.html
Fetal Alcohol Spectrum Disorder (FASD):
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/FASD_Strategies.html
Intellectual Disability:
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/IntellectualDisability_Strategies.html
Specific Learning Disability (SLD):
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearningDisability_Strategies.html
Students with a Cognitive Impairment:
http://www.jcu.edu.au/disability/JCUPRD_051402.html
Speech or Language Impairment (SLI):
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html
Traumatic Brain Injury (TBI):
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/TraumaticBrainInjury_Strategies.html
Twice Exceptional (2e)
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/TwiceExeptional_Strategies.html
Students who are deaf or have a hearing disability:
http://sydney.edu.au/current_students/disability/staff/teaching_strategies/hearing.shtml
Students with a vision disability:
http://sydney.edu.au/current_students/disability/staff/teaching_strategies/vision.shtml
Students with a speech disability:
http://sydney.edu.au/current_students/disability/staff/teaching_strategies/speech.shtml
Students with a learning disability:
http://sydney.edu.au/current_students/disability/staff/teaching_strategies/learning.shtml
Students with a physical disability:
http://sydney.edu.au/current_students/disability/staff/teaching_strategies/mobility_physical.shtml
Students with a psychological disability:
http://sydney.edu.au/current_students/disability/staff/teaching_strategies/mental_health.shtml
Students with Auditory Processing Disorder:
http://www.swinburne.edu.au/stuserv/disability/resources/Auditory%20Processing%20Disorder.pdf
Students with Chronic/Ongoing Medical Conditions:
http://www.swinburne.edu.au/stuserv/disability/resources/Chronic%20or%20Ongoing%20Medical%20Conditions.pdf
Students with Dyslexia:
http://www.swinburne.edu.au/stuserv/disability/resources/Dyslexia.pdf
Students with Dyspraxia:
http://www.swinburne.edu.au/stuserv/disability/resources/Dyspraxia.pdf
Students with Mental illness or Episodic Conditions:
http://www.swinburne.edu.au/stuserv/disability/resources/Mental%20Health%20&%20Episodic%20conditions.pdf
Students with Mobility Impairment:
http://www.swinburne.edu.au/stuserv/disability/resources/Mobility%20Impairment.pdf
Students with Muscular Dystrophy:
http://www.swinburne.edu.au/stuserv/disability/resources/Muscular%20Dystrophy.pdf
Students with Cerebral Palsy:
http://www.swinburne.edu.au/stuserv/disability/resources/CerebralPalsy.docx
Visually Impaired students:
http://www.swinburne.edu.au/stuserv/disability/resources/Visual%20Impairment.pdf
Managing examinations:
http://sydney.edu.au/current_students/disability/staff/managing_examinations.shtml
Managing assessments:
http://sydney.edu.au/current_students/disability/staff/managing_assessments.shtml
Teaching students with disabilities:
http://www.dsp.berkeley.edu/teachstudentswithdisab
Inclusive teaching strategies in Queensland:
http://education.qld.gov.au/staff/learning/diversity/teaching/teaching.html
Universal Design for Learning (UDL):
http://education.qld.gov.au/learningplace/?pid=35942
Productive Pedagogies:
The productive pedagogies cover four broad areas of teaching and learning: intellectual quality, supportive classroom environment, recognition of difference, and connectedness. The productive pedagogies are a teacher reflection tool. They are designed for teachers to reflect on their teaching practices to ensure that 'all students regardless of background are engaged in intellectually challenging and relevant curriculum in a supportive environment'.
Differentiated Instruction:
Differentiated instruction refers to teaching that is adapted to take into account the range of individual differences and needs of students in any one classroom. It comprises modifications to the curriculum, teaching structures, and teaching practices in combination to ensure that instruction is relevant, flexible, and responsive, leading to successful achievement, and the development of students as self-regulated learners alongside their peers.
Students with disabilities in mainstream classrooms: A resource for teachers
http://www.dow.catholic.edu.au/MSSD/Resources/Learning%20Support%20Centres/Students%20with%20disabilities%20in%20mainstream%20classes%20-%20A%20resource%20for%20teachers.pdf
References:
Student Disability Services. (n.d.). Guidelines for Teaching Students with Disabilities. Retrieved from http://web.jhu.edu/disabilities/faculty/guidelines.html
do2Learn. (n.d.). Specific Learning Disability (SLD). Retrieved from
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearningDisability_Strategies.html