away from windows or obscure the view out of the windows.
Seat Mary in
the front of the classroom, near where the teacher spends most of the time
directions or presenting a lesson stand near Mary.
with a sensory seat cushion.
Give one or
two directions, wait for those to
be followed, then give one or two more.
with directions in writing in addition to verbal directions.
Mary's worksheets and tests by keeping graphics to a minimum, targeting one
skill at a time (I.e. all addition, all subtraction, all word problems, all
patterns, etc) and one format (I.e. vertical equations only, horizontal
equations only, multiple choice, etc).
explicit, and concrete with directions and/or requests.
If Mary needs to be able to apply the directions to other situations,
state the directions in generalized terms
abstract terms, sarcasm, figurative speech, idioms, slang, analogies or
metaphors make sure Mary understands it and if she does not explain it.
directions simple and clear.
presentations into short segments.
Keep the amount of repetitive work Mary
must do to a minimum. Once Mary has
grasped a concept/skill move on to the next one.
with alternative challenging activities during class activities that she finds
to not be challenging.
animals (I.e. speed of a cheetah) into lessons.
homework to 20 minutes a day.
homework for the week.
projects should be assigned as far ahead as possible with review points
throughout the process.
time for Mary to complete an assignment before moving on to the next assignment.
If it is not intended for an assignment to be completed in the time
allotted, inform Mary of this before she starts working on the assignment.
with a daily schedule.
with alternatives to handwriting answers (I.e. using a computer, oral answers,
having an aide write the answers) when the objective of the assignment is not
teaching Mary the skills she will need to use assistive technology (i.e.
keyboarding, word processing, etc).
worksheets and tests provide extra space for her to write her answers in.
When Mary is
doing individual deskwork, allow her to use a music system with headphones to
help her focus.
Do not grade
take standardized tests in a small group setting.
teacher communication (I.e. e-mails) to communicate both positive and negative
events that happened at school and positive and negative events that happened at
home that may affect Mary's behaviors at school.
or more frequent parent teacher conferences.
Provide Mary with a way to indicate
that she needs help when she is not comfortable raising her hand to ask for
Allow Mary to chew gum in the
Using signals (I.e. sign language) to
inform Mary that she needs to be quiet, look at the teacher, etc.
Allow Mary to periodically get up from
her seat and move around.
Use social stories to provide Mary with
guidance on how to recognize cues and how to respond in different situations.
Develop and implement a behavior
Help Mary learn decision-making skills
by talking your way through situations where you have to make a decision.
Prepare Mary both verbally and in
writing for changes in routine starting several days before the change and
continuing until the change has taken place.
Provide Mary with a warning, preferably
verbal, before any transition.
Provide Mary with occupational therapy.
Have Mary participate in a lunchtime
social skills group.
Provide Mary with formal social skills
Reinforce, in the classroom, what is
being taught in social skills training and group.
Promote tolerance and understanding of
the other students towards Mary.
Make sure all adults that work with
Mary understand her disabilities and how they affect her behavior.
Have Mary help get the classroom ready
Have Mary help set up the classroom
before her track comes back from vacation.