Inclusive Strategies for Teachers
Compiled from various internet resources with contributions from Ms. Melanie DeCoster
ADAPTING THE CLASSROOM ENVIRONMENT
When positioning the student in the classroom:
- consider sensory needs: vision, hearing, touch and smell.
- seat at front/back of room.
- seat away from noises (e.g., lights, street, hall, computers).
- use carrel/screens.
- seat with back to window.
- locate near teacher.
- change lighting (light on desk, back to window).
Depending on the student's needs, options for seating at the desk might include:
- a wheelchair accessible desk,
- lap top desk,
- lip on side of desk,
- flip-up-top desk,
- tilt-top desk,
- use large table instead of desk,
- stand at desk rather than sit,
- use a light box, and
- use box to support feet.
General organization options include:
- a "Lazy Susan" to organize the desk,
- drawers beside desk,
- bookends/bookholders to hold books on the desk,
- soup cans for pencils or tie a pencil to the desk,
- attach a pencil to the student with an extension key ring,
- attach assignment list to the desk,
- place a timetable on the desk, possibly in a book,
- reduce excess materials on the desk
- color code folders & notebooks to subject area
- Highlight key points in the textbook. Student reads just these points.
- Have the student arrive 10 minutes early to go over the day plan.
- Provide support to preview materials before the lesson.
- Give a structured overview at the beginning of the lesson.
- Prepare summary of important information with blanks for the student to fill in while listening.
- Use pre-designed two column note blanks.
- Photocopy information ahead of time.
- Repeat and simplify instructions.
- Have a peer repeat the instructions.
- Write oral instructions down and always keep in one place.
- Ask the student to repeat directions to strengthen understanding.
- Complete the first example with the student.
- Act out/model the activity to clarify instructions.
- Tape record instructions to be available as needed.
- Demonstrate or model the concepts.
- Adapt your pace.
- Use both auditory and visual presentation.
Use of computer
- Use of calculator
- Partial assignments
- Extended time
- Guided notes/outlines
- Alternative material
- In-class assistance from special services
- Changes in lessons objectives
- Choose from narrowed-down list of answers
- Answer orally
- Use vocabulary list to fill-in-the-blank
- Use vocabulary list for easy questions
- Have test read aloud
- Reword questions
- Use textbook, notebook for test
- Use more functional materials that parallel the
regular curriculum (for the more severe students)