Speech/Language
- Provide appropriate model for speech sound production
- Model target sound(s) and make sure student is watching your mouth
- Cue student to reduce rate of speech when his/her articulation becomes unclear
- Language Arts, Reading and English
- Give verbal directions in clearly stated steps
- Ask student to summarize information to check for understanding
- Provide extra example when teaching new vocabulary/concepts
- Provide extra response time: 2 minutes
- Extend time on task for completion of class assignments by 50%
- Extend time on task for completion of homework assignments by 50%
- Reinforce assignments with verbal instruction
- Explain directions and give concrete examples
- All the use of a computer
- Ask student to repeat directions back to confirm understanding
- Provide visual cues
- Provide seating in a separate area of the classroom for less distraction
- Provide motivation and verbal rewards on a daily basis
- Recommended us of audio books when available
- Break down larger reading assignments and check for comprehension
- Provide motivation and verbal rewards on a daily basis
- Provide verbal praise when appropriate
- Give outline as review
- Walk by students desk to check for accuracy every 15 minutes
- Walk by students desk to check on behavior every 15 minutes
- Preferential seating near front of room
- Provide extra response time 5 minutes
- Ask student yes/no questions
- Maintain frequent eye contact
- Allow use of tape recorder
- Provide visual cues and guides
- Provide a set of books for use at home
- Explain directions and give concrete examples
- Extend time on task for completion of class assignments by 20 percent
- Collaboration Speech Pathologist will collaborate with General and Special Education Staff to monitor student progress
- Provide outlines as study guides
- Encourage use of computer with grammar and spell check
- Provide preferential seating near Positive Peer role models as well as near instructor