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Room
Arrangement
~ Minimize
auditory distractions
~ Isolate
in separate part of room
~ Give
preferential seating
Assignments/Worksheets ~ Develop use of consistent attention getting devices before
giving an assignment ~ Use word processor with spell checker ~ Use books on tape when reading ~ Use
note taker in class; tape lectures, write notes later ~ Provide written directions ~ Keep
directions brief ~ Write assignments down
for student (peer or teacher) ~ Have students
underline words they believe are misspelled ~ Check
calendars before student leaves class ~ Have
student write directions and teacher or peer checks for accuracy ~ Use highlighter during reading assignments
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Test
Taking
~ Read
test directions, circle key words
Organization/Study
Skills
~ Use
data/information cards (e.g., for job applications)
~ Teach SQ3R approach (skim reading, skim questions, read, recite, review)
~ Use daily assignment calendar
~ Teach how to develop and maintain an organized notebook to aide in memory
~ Teach outlining techniques and cognitive mapping
~ Practice cumulative reviewing
~ Practice sequencing dates, parts of essay, steps in math problems, etc.
~ Use flash cards to study
~ Have student write when memorizing
~ Write directions given orally, teacher checks
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Lesson Presentation ~ Use "pretuner" words such as "listen, read, begin"
~ Ask student to repeat directions
~ Use
a visual approach to correct spelling errors
~ Use flash cards for vocabulary
and spelling words
~ Use a high degree of visual cues and examples along
with auditory information
~ Keep directions brief
~ Explain the meaning of vocabulary, check for understanding
~ Use
visual maps
~ Highlight important information using colored highlighters
~ Present only one or two tasks or directions at one time
~ Use semantic story organizers and story maps
~ Provide
an overview of the "big picture."
~ Use manipulatives whenever
possible
~ Demonstrate learning through projects, skits, discussions
~ Act things out, create physical representations or make models
~ Present vocabulary after concrete presentation/example
~ Give short breaks from listening
~ Allow study buddy to interpret
directions
~ Allow to doodle in order to listen
~ Give "alert" cues when you are about to deliver input instructions
~ Strengthen sight vocabulary
~ Ask short questions
~ Give visual cues/aids whenever possible
~ Have
student paraphrase directions
~ Increase length of orally presented material
as student demonstrates readiness
~ Accept yes, no, maybe responses and
increase length of response expected
~ Teach vocabulary, idioms, sarcasm,
etc.
~ Teach paraphrasing, questioning, summarizing
~ Vary pitch, tone, speed to help students listen closely
~ Use overhead projector
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Behavior/Training Programs
~ Teach differences between extraneous noises and what needs to be
the focus of attention
~ Use frequent and tangible
reinforcers
~ Use ADD (Auditory Discrimination in Depth)
program
~ Teach visualizing and Verbalizing program
~ Teach sound-symbol relationships
~ Check for understanding in conversations
~ Develop an individualized communication system (such as a private
signal) for use when the student is frustrated or needs assistance
~ Teach the use of key words and phrases such as who, what, where, when, why, and how much, therefore, in addition,
consequently, next, finally, in conclusion, etc.
~ Teach
ability to describe disability, how to ask for accommodations
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Misc Notes: Provide
visual outlines and graphic organizers for tasks involving listening. Give clear,
direct instructions for all tasks, limited in length and complexity. Do not penalize the student for difficulties in reading decoding or spelling. Allow extra time for reading and writing activities. Provide assistance
with note taking. Education of teachers and other school personnel about teaching strategies, modification of environment, and recognizing
at-risk children Preferential seating so the
child can see the teacher as he or she speaks, see the board easily, and have some distance from distracting noises
Documentation and, when possible, reduction of classroom noise levels
and echoes Reduction of noise, when possible,
by use of acoustic ceiling tile, soft furniture, wall panels, and so on.
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Interesting
FYI Side Note: In pretty much every article and/or book, glare free lighting was repeatedly recommended...
I found this very
interesting, as my daughter constantly, and consistently, turns off the lights... especially when doing homework. She
insists on, and functions better in, a dimly lit work area. (Even outside of schoolwork, she requests that the lights
be dimmed stating that they are ‘too bright.’ ex: playing games, watching a movie, playing piano, reading,
etc.) My feeling is that, although this is not auditory stimulation, it is still input... and when she is in the
'throws' of overload, that excess sensory stimulant is just that... too much.
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