Table 5 CAIMING AND ALERTING SENSORY ACTIVITIES * Push @ heany cart to deliver library books or retrieve lunch trays « Carry boxes, laundry basket, or unload groceries + Vacuum the floor * Do “wheelbarrow walk” * Carry a weighted Blanket: + Wear a fanny pack * Carry a weighted backpack «# Jump into a equichy plle of pillows Sensory Area Calming Activities Alerting Activities Tactile Wear welahted vests or ankle weighte * Sustain ight touch to the palm of the hand © Sruggle under blankete + Hold something cold «= Play with resistive putty * Gently and quicty rub the ein © Take a cool shoner or wash face with cool washcloth © Receive a light back scratch iC © Feta dog or cat * Handle fidget items Proprioceptive | Push heavy furniture « Help by paseing out papers, eracing the board, or delivering a message * Exercise, dance, wriggle jump on a trampoline or do jumping jacks # Swing on playground equipmicrt + Rock in a rocking chalr + Roll back and forth in a barrel «Take a break to do an errand # Swing in a hammock ~ Jump on a trampoline or do jumping jacks * Hang upside down on a Jungle ayn * Ride a scooter down a ramp # Sit and bounce on a therapy ball ‘Stand and twit in a circle + Bend over and place head between lego * Do eomersaults and cartwheels ® Chew or suck on mild flavors euch ae euck- ‘ers, hard candy, or chew toys + Suck thick lluids through a straw * Drink from a sports water bottle * Chew/suck on a keychain or necklace Chew/euck on a pen top + Play a musical instrument + Biow whistles, bubbles, feathers, balloons, cotton bails, atc. « Drink warm liquide, such as hot chocolate, cider, coup + Engage n eating chewing, sucking, and biowing activities «Engage in Mowing activities paired with ceye-tracking exercices (blow ping-pong ball with straw) * Eat crunchy foods, euch ae pretzel, ce, carrots, celery, apples «Eat chewy foods, ouch as licorice, taffy, beet jerky, gum + Blow whistles, bubbles, feathers, balleona, cotton ball, atc. + Eat ice or popetcles * Keep a water battle with cold water on desk «Eat crunchy, sour, chewy, salty, or cold foods «# Engage in eating chewing, sucking and Blowing activities 18 ¢ Simple Strategies That Work!Gl» Afioug samiesucg rey, epueby poouejeg & o4¥a19 uowesBoauy Kiosues uj pose jjom 6} oum asideious jeuolsednogo ue Gurgjnsuoo anoyaM ginpeyos sauepnas e o4ul peqeiodioou oq 20U Pinoys selqWiaoe eso) AION ASWA Id ‘fuedwiog Buysigry iotiodsy werany sy ‘woIssiy\ eeumeys 9002 Yom ROUEN pur Suiqgos 25" fq uonueag uonesuag pue Sueduion Guysyany Jebiedey wepny M SHOM 494 SIMS, yoogeqou2p40} 0 4004 4901 Jo 4on00 3929 Iptou PAID}, « “19400| opiouy pooun|an 40 pode» sevens popaos yawn 992) on burraae uy auapngs aug pre OL « popoou saddne soyno pu 3004 ‘er0quinu wie ‘928680 40 2911 19309} 104 491A 04 SOUL pue coed oxe9 Koys YoryM ul top40 o4y ‘awe 62583)9 Joy aloym quapmae an enoys dew SIM “quepnas aya aungonu4s pure quo}io diay OL yo0qenouHopjo} 30 3004 “9191 yo san09 Yo"4 OPAC POON « “£2700} 9P10U! ,P2039}04.0 rade» sijey joouos Surgebyneu wi gu9p -149 ous 491598 OL » eoseep9 bu -ujjano jooues 4o de uo}3d)1989q 49144 uoyge00), aeoding suoddng yo adfy BAGYSE HOLA. SINIGAIS 1O0HD§ HOUT ANY JIA) AOA SIAGAANS TEASIA 9 7148, Share the Agenda + 21uo seus serboreiag aduns « Zz Table 6 VISUAL SUPPORTS EOR (IIDPLE AND HIGH SCHOOL STUDENTS Wirth AS/HFA (CONT) ‘Type of Support Purpose Location Brief Description Outlines and notes from lectures * To facilitate the student's under- standing of con tent material « Prepared by teacher in advance and placed on student's desk «Notes taken by peer during clase using carvon paper or photocopied and handed out at: the end of class + Tape recording of lecture with tape recorder placed near teacher and ‘tape diecreetly provided to the stu dent at: the end of class Many students with AS/HFA have fine~ motor challenges that: make it difficult for them to take notes. Others cannot take notes and lieten at the same time. These ‘supports alleviate these challenges and sliow the student to focus on underetand- Ing the content. Sample models of aeelgnments # To help the student. understand exactly what le required « Prepared in advance by the teacher and given to the student discreetly. The can be a copy of an actual assignment: that received an "A grade A model of assignments helps students be visually aware of format requirements. They can then concentrate on the content. List of test reminders # To ensure that the student knows when a test occure and what material will be covered + Prepared in advance by the teacher and given to the student to allow sufficient time to study + Final reminder given the day before the test, Often presented on a color ful plece of paper and placed in the student's folder + Aschooluide homework hotline is helpful. iF this is not available, a peer can serve as the homework hotline A tudy guide that liste content and text- book pages covered in the test is helpful. This guide should include a timeline for studying and 0% tent to be studied each night and the approximate time required to do #0. The teacher assures responsiblity for developing It, but then works with the etudent to complete the task independently.tuloos a4. ane 09 atop ngs 043 qdiuoid 04. neo 9141 98n WED aye ‘o}KO 20 Jo “Les ayn ya poaeoos8 sioMEUDG 249 serubocas 2040604 244 voyyy"UMOpyeUL 10 ‘bet ‘wunaques w soy ako ayy Buvoqua axe Roun aya azjuovas 40 op uoryo WaH/GY YANN eauopnag povoou 6) 06e4 ouloy uayAs sop squapnas au uo 4) saad Ryaaiosip oym syoeon aya hq pouuieo 9) "plzo ssoujeng @ jo e216 aug Apaeuxaidde ‘pies jews Y « jpn gpueyeaa.as “04 J0H0| 04 eo onto] 03 2u0p cas oy adwoud 0) « 2504 auioy 04 06 04 an) “YaH/SY UaMM eau9pnas 03 4uEIOYINE 40 91 914). 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Be clear and clarify as needed, This Includes keep- ing language concise and simple, eaying exactly what you mean, telling the student specifically what to do, breaking down tasks into componente, and teaching nonliteral language (12., metaphors, idioms). Table 8 overviews some examples of how to simplify language for the student with AS/HFA. Table 8 EXAMPLES CF HOW TO SIMPLIFY IANGUACE FOR STUDENTS WITH AS/HEA Instead of Saying ... Say or Do This Instead ... “Clean up the eclence lab” “Put the microscopes back on the shelf” “Work on your project” “Write down all the resources you will need for your social studies paper” “Get out your literature book, turn to page 37, get out your pencil and paper” Write the inetructions on the whiteboard and call students’ attention to them. “Remember, when you go to the library, you can catch more flies with honey than vinegar” member, when you go to the library, you can catch more files with honey than vinegar. That means you are more likely to get, what you want or need If you are polite.” “Write a report on HIV by next Friday” Write on the whiteboard and say to student: © Write a two-page report on HIV. «The report is due on Friday, March 16. + Reports should be neatly handyristen or typed: + Grammar, speling, and organization of the report will all be counted when aesigring a grade. Examples of two reporte that received an “A’ and “B” are in the red folder on thé health table. Aieo include a timeline (see Table 6). 26 + Simple Strategies That Work!PHOM seus seGoreiag olduig « gz woyoees 244 pue equapnas Jay40 aug say10q Kew 4) ‘suomsenb x92 04 anujquce nok 41 “pouad eee)9 & Gutinp suorsanb ary Heqeuimoudde 4 sy9aunoK qu] :63)MY WOOISSEID « “06 21 42] ‘saubeaip yjne nok 4 enue ue JO} 4NeM pue yUIYa NOK 4eyM Aes Aaaijod ‘bues a1 12yoe0 & JUN YAM aaubeslp nok 4| eyoea) aya 04 BupTeL SUM S2ITy + yom syaya, axouduuy uso Roya Moy Buisenoslp si sszjo aujque aun e29]un ‘Fayjerlb om equapngs sayqo Uo quawuw0d o3 eazudouddeu| 91 4| equawubissy « “op squapmas 49uj0 4} uaAe “WOOUYoUN| a44 UI POD} MOIY? JAABY *MOOUYOUNT « “auopiooe ue Ayenen 9} 44 Rempey popnouo & wi pedwing 06 Reus nog :Kemyje}y o44. PUR 849490] © “4 Buyauyg alojaq no spuey s0y Sey pue Sy00] ays AUN gem UE pmo qo awed Aol, Kes 659081 48 10 WK oy) U suOAUIOS 02 Jeg # Guyrouys ave NOK 4 "a4 Pue es007y © -ealpoq sjoua 4noge sauowiioo o{eUu 40 Way 42 ateqs 40 0p ‘saugoj9 atau SulBueyp uo suamoys burjea ajdoad aue aust 4 sOOY 494207 © TOOHIS AOS WATNIIAAND NAAdIH AHL WOAI SNAL AIANVSTable 10 TRATEGIES TO HELP STUDENTS FEEL CONFIDENT AND COMPOSED » Provide a dally schedule and refer to it frequently. For example, at the end of math clase, tell the student and the clase that math Is ending and that reading will begin in 5 minutes. Inctead of a traditional clock, use a time timer (timetimercom) or other visual timer in class. This will allow students to see the passage of time. © Teach nonliteral language associated with time. For example, let the stu- dent know that expressions such as “just a second” or “in a minute” do not refer to exact time segments. Rather, they indicate that assistance will be forthcoming, but will not be immediate. “Walt a minute” does hot mean stopping and counting to 60; it means watting a short period of time until told otherwise. Break tasks into segments and communicate how long each task ie expected to take. BREAK DOWN THE TASK INTO SMALLER STEPS AND PROVIDE ONGOING FEEDBACK When Mr. Bueller told his students to write three paragraphs about the cur- rent event they had brought to class, he told them they had 30 minutes to complete the task. He euggeeted that they spend approximately 5 minutes thinking about the structure, 5 minutes outlining the brief paper, and 10 minutes working on each section, In addition, he handed each student a checklist showing the steps, and while circulating around the room, he quiet- ly announced the time of each designated sequence. Chris, a student with AS/HFA, typed his assignment following Mr. Bueller's timeline, Mr. Bueller checked on Chris frequently, letting him know that he was progressing as expected on the assignment and offering other feedback as appropriate. 36 + Simple Strategies That Work!GENERAL ACCOMMODATIONS FOR STUDENTS WITH SENSORY IMPAIRMENTS Vision Place the student away from the glare-not facing a window. Use yellow chalk to reduce glare. Say the words as you write them on the board. Use black print handouts whenever possible. Put visual material at student’s eye level whenever possible. Use taped text, records, or large print materials obtainable from Library for the Blind, 1050 Murphy Avenue, Atlanta, Georgia, 30310, and from Recording for the Blind, 215 Bast 58 Street, New York, New York, 10100 or calll 1-800-221- 4792. ‘© Emphasize auditory means of presenting information and obtaining answers from the student. © Avoid worksheets, which call for matching data unless they are well spaced, eeeee Hearing ‘© Seat student close to the front so that he/she can see the teacher's mouth. Teacher needs to restrict his/her own mobility so that the student with a hearing impairment is in good visual proximity of the teacher at all times. © Provide a buddy to check with the student to be sure directions are understood or ‘to work on an example of a problem with the student. © Use an overhead projector to outline points, which you are making in classroom presentations. * Have an area, which minimizes interfering noises where students with hearing problems can work. © Abbreviate verbal instructions. Speak clearly and avoid long-winded verbalizations when possible. Georgia Department of Education Linda C. Schrenko, Stale Superintendent of Schools February 25, 2002 + Page 1 of 1 ‘Al Rights ReservedSite ‘Adapt the number of items that the learner is expected to lean or complete. For example: Reduce the number of social studies terms a learner must lear at any one time Time ‘Adapt the time allotted and allowed for learning, task completion, or testing. Forexample cline for completing a task; pace learning differently (increase of” decréase) for some learners. Level of Support Increase the amount of personal assistance with a specific learner: For example: Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors. Input ‘Adapt the way instruction is delivered to the learner. For excimple: Use different visual aids; plan more concrete examples; provide hands-on activities; place students in cooperative groups. Difficulty , ‘Adapt the skill level, problem type, or the rules on how the leamer may approach the work. For example: ‘Allow the use of calculator to figure math problems; simplify task directions; change rules to. accommodate learner needs, : Output Adapt how the learner can respond to instruction, - For example: Instead of answering questions in writing, Allow a verbal response; use a communication book for some'students; allow studenis to show knowledge with hands-on materials.” ~ ©. Participation Adapt the extent to which a learner is actively involved in the task. For example: In geography, have a student hold the globe, while others point out locations. Alternate Goals ‘Adapt the goals or outcome expectations while using the same materials. For example: In social studies; expect one student to be able to locate just the states while others learn to locate capitals as w ‘Substitute Curriculum Provide different instruction and materials to méct a learner's individual goals. For exampl During a language test one student is arning computer skills in the computer lab.Modification Options for the Regular Classroom --headsets to muffle noise --seat child near a good role model --time out area --group for cooperative learning --give both oral and written directions “ask frequent questions —change question level --change response format (for example, from saying to pointing) --use manipulatives * provide functional tasks that relate to the child's environment --reduce the number of items ona task --highlight relevant words/features --use picture directions ~provide more practice trials --change reinforcers a 4 increase wait-time : --use specific praise --have a peer-tutor program . --provide frequent review * ” --adapt test items for différing response modes --use behavioral contracts --use timers to show allocated time. provide more visual cues: ~-tape record directions --provide an essential fact list assign only one task at a’ time ~-provide daily and weekly assignment sheets +-post daily/weekly schedule«sia wo 1249 6 Spry ‘Plot semiunucucs 02490 sosegs ‘sy 04 Ios tot a Sa|sDUUNS Uossa| apiAoud—— _* S4SD4 anjDA aon}d apo> Jojoo-- uOLpALLOW Jo} Sjuawubissp O4U! 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