|
by Cindy Griffiths
Testing
- Reorganize test questions from easy to difficult.
- Color code sections of the test.
- Enlarge or highlight key words in a question or phrase.
- Allow outlining as an option to writing an essay.
- Place all matching items and choices on the same page.
- Use small groups of matching questions and choices.
- Provide a word bank of possible answers for fill-in-the-blank questions.
- Give students the option of adding and answering one question to the test.
- Allow students one question in each section to choose to skip.
- Provide opportunities for students to answer essay questions using a computer if that would be helpful.
- Avoid long and wordy questions.
- Give a take-home test.
- Rewrite directions at a more appropriate reading level, or provide oral instructions for each portion of the test; allow peers to deliver directions or explanations.
- Assist students in pacing themselves by showing or telling them how much time remains.
- Read tests or quizzes to the student.
- Reduce the number of problems on a page; remove pages from a workbook or other reading material and present them one at a time so that the student does not become overwhelmed and anxious.
- Allow extra time for the student to take tests or quizzes in a learning center.
- Have the student take the test one day using the textbook and the next day without the textbook.
- Collaborate with teachers to ensure the student is acquiring the objectives for a certain subject while keeping the integrity of the subject intact.
Reading
- Tape-record material for students to listen to as they read along. This is possible for students that are deaf or hard of hearing who receive significant benefit from hearing aids and/or cochlear implants. Books on tape are available from organizations serving the blind.
- Outline reading material for students at their reading level, emphasizing main ideas. Eventually, students will be able to use this strategy on their own.
- Seek out supplemental material to enhance understanding. For example, scholastic companies have the classics (The Scarlet Letter, Great Expectations, etc.) available at varying reading levels.
- Make a bright construction paper border for students to place around reading material in order to maintain their attention to the task. Or use a reading window that students place over a sentence or a paragraph, thus enabling them to block out pictorial distractions. Discuss pictures for contextual clues before the story.
- Choose an English-based sign system for a student who is deaf-blind who has the ability to learn to read, since Braille is written in English.
Other Helpful Strategies
- Provide manipulative objects for the student to use in solving math problems (graph paper may also be helpful).
- Offer visual aids and/or study guides as needed.
- Use preferential seating.
- Assist with note-taking by giving students guided notes partially completed, or have them take notes and then trade their copy of the notes for your copy. Student note-takers are almost always available in classes and can be provided with NCR paper so that one student has the original and the other student has the copy.
- Simplify signs for those students with limited signing abilities, particularly for those students with motor problems. See www.simplifiedsigns.org for an example.
Cindy Griffiths has 25 years of teaching experience as a teacher of the deaf and children with other learning problems, and she is also a nationally certified interpreter.
|