The following strategies are from the International Dyslexia Association Handbook for: Dyslexia in the Classroom - What every teacher needs to know:
"Accommodations Involving Materials
Students spend a large portion of the school day interacting with materials. Most instructional materials give teachers few activities or directions for teaching a large class of students who learn at different rates and in various ways. This section provides material accommodations that enhance the learning of diverse students. Frequently,
paraprofessionals, volunteers, and students can help develop and implement various accommodations. Material accommodations include the following:
prevents students from examining an entire workbook, text, or material and becoming discouraged by the amount of work.
line markers can be used to aid reading, and windows can be used to display individual math problems. Additionally, using larger font sizes and increasing spacing can help separate sections.
teaching activities, self-correcting materials, computer software programs, and additional worksheets.
The task of gaining students’ attention and engaging them for a period of time requires many teaching and managing skills. Teaching and interactions should provide successful learning experiences for each student. Some accommodations to enhance successful interactive instructional activities are:
skill, provide guided practice, offer corrective feedback, set up independent practice, monitor practice, and review).
repeat the directions in their own words. The student can repeat the directions to a peer when the teacher is unavailable. If directions contain several steps, break down the directions into subsets. Simplify directions by presenting only one portion at a time and by writing each portion on the chalkboard as well as stating it orally. When using written directions, be sure that students are able to read and understand the words as well as comprehend the meaning of sentences.
Students vary significantly in their ability to respond in different modes. For example, students vary in their ability to give oral presentations; participate in discussions; write letters and numbers; write paragraphs; draw objects; spell; work in noisy or cluttered settings; and read, write, or speak at a fast pace. Moreover, students vary in their ability to process information presented in visual or auditory formats. The following accommodation involving mode of
reception and expression can be used to enhance students’ performance:
Students with fine motor problems can be given extra space for writing answers on worksheets or can be allowed to respond on individual chalkboards/whiteboards.
The strategies listed above are from the International Dyslexia Association Handbook for: Dyslexia in the Classroom - What every teacher needs to know. Dowload the entire handbook using the link at the top of this box.