Accomodating in the general education classroom
They are: specific learning disability, speech or language impairment, intellectual disabilities, emotional disturbance, multiple disabilities, hearing impairment, orthopedic impairment, other health impairment, visual impairment, autism, deaf-blindness, traumatic brain injury, and developmental delay. Add working with 21 Century Goals and the Standard Course of Study to having special needs students in the classroom and the challenge becomes even greater.The nonspecific “developmental delay” category may be used only for students ages 3 through 9 (Adamek, M & Darrow, A. One of the goals to being successful is to create a universal design for learning (UDL).I am also going to guess that if I asked you to tell me what you learned from the passage, you wouldn't be able to recall any important information. During that minute, the passage slowed you down and forced you to pronounce words that didn't seem to make any sense and weren't familiar. If you were in a classroom full of your peers and I asked you to read this aloud and then asked comprehension questions, would your heart rate go up? Or perhaps you'd need to go to the nurse with a stomachache? Dyslexia is not: It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.You knew they were wrong, but you read them anyway. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.Here is a short video from TED-Ed that explains dyslexia in just four minutes: Now that you have a better understanding of what dyslexia is and is not, it is important to know how you can help a student with dyslexia in the general education classroom.The best way, aside from the actual intervention, is to provide and understand the accommodations that he or she needs to be successful.
Allowing a student who has trouble writing to give his answers orally is an example of an accommodation.
It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made.
This page is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need.
Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
Most students with dyslexia will receive the reading and writing help they need outside of the general education classroom, but there are many things a general education teacher can do to help students with dyslexia not only avoid situations, but thrive in your classroom.
Part 1: A Quick Look at Terminology Part 2: Different Types of Supports and adaptations all mean the same thing.