Educational Environment (See Chapter 4)

Modify the educational environment by providing remediation and accommodation.

• Provide a classroom where attention is given to structure, routine, brief presentations, variety, and repetition
• Understand individual strengths and weaknesses
• Recognize neurological damage

Working Memory (See this chapter – Information-processing & Memory)

Teach memory strategies – give them a bag of tricks and tell them what you’re doing

• Categorize/organize
• Use chunking
• Use mnemonics
• Practice
• Provide repetition
• Provide lists
  • Teach them when lists are useful
  • Allow students to rely on notes and examples

Use Multi-sensory Teaching

Take advantage of multiple neurological pathways for learning (See Chapter 4)

• Provide visual cues
• Provide alternate tests forms (oral, multiple choice)

Teach Concept of “Reading Readiness” (See this chapter – Reading & Writing)

• Provide outlines
• Pre-read chapter reviews
• Use thought mapping, brainstorming, and other strategies for written language

Break Math into Steps (See this chapter – Mathematics)

• Use a calculator
• Use process cards

Impulse Control (See Chapter 6)

• Teach self-talk/reflective thinking

Organization (See Chapter 4)

• Make organizing a habit
• Designate parents and teachers as “organizational coaches”
• Check backpacks
• Check desks
• Help students manage to stay on task
• Enlist a student buddy to help with organization
• Use 1 notebook for all subjects with a zip pouch for supplies
• Color code subjects
• Keep a 2nd set of books at home
• Communicate regularly with parents
• Involve parents in the organizational plan for homework

Time Management (See this chapter – Information-processing & Memory, Mathematics)

• Work may need to be modified; tailor it to the student
• Allow a realistic amount of time to work
• Allow extra time on tests
• Use visual timers, linear clocks, watches with alarms to help with organizing and managing time
• Teach students to be active participants in breaking projects and assignments down step-by-step
  • Break a project into components: book report, picture, diorama
  • Help them with time lines

Mental Flexibility (See Chapter 4)

• Limit transitions
• Prepare student for transitions

Internalizing Language (See this chapter – Information-processing & Memory)

• Work on self-talk for problem solving (can whisper in class)
• Allow taking test in another room so they can talk aloud
• Start a dialogue with students; teach them how to self monitor, so they can begin to evaluate themselves
• Work on verbally approaching problem solving
  • Form a goal
  • Create a plan
  • Monitor progress
  • Evaluate success
• Teach them to be mindful of the immediate goal
• Teach them how to identify the “next step” in a process
• Make the implicit explicit
  • Spell it out
  • “This is what we are doing.” “This is why we are doing this.”
  • “We used this approach/strategy because it helps us see an image.”

Attention and Effort (See this chapter – Attention)

• Minimize distractions
• Seat student close to teacher presentation
• Cue students nonverbally to keep them on task
• Make lessons relevant
• Offer positive reinforcement and praise