It really depends on the actual needs of that student.

But, as the most common special needs tend to be for students struggling to keep up you could consider the following;

-reduce the work load

-provide extra time to complete seat work or assignments

-give only one instruction at a time

-read written instructions

-have student repeat instructions before starting

-allow tools (such as a calculator in math)

-provide copies of certain notes that other students are expected to write out (or part thereof)

-allow for frequent breaks (extra trips for drinks or to run errands, etc)

-provide personal dictionary/word book

-seat with a buddy for assistance

*provide preferential seating (ie away from distractions or under your nose)–which you’re probably doing already

🙂

On second reading I see you said ‘modifications’. I would characterize what I gave you as accomodations if your board makes such distinctions. If you modify a program I would think you would be expecting different output. Here, it really does depend on the student’s needs.

Here are some possibliities;

If the rest of the class is writing a short story, your IEPed student might write a paragraph focussing on writing 4 or 5 complete, accurate sentences.

If the class is reading a short story and writing a summary of it, your student could use a framework to identify the main characters and the setting.

If the class is doing multiplication of 2 digit numbers your student might be multiplying 2 digit by one digit.

Hope that helps.

Each child is different. My suggestion is to go to their file and read the psychologist’s report. They usually describe the learning disability and give information on how to modify instruction so that they can take in information. The previous IEP will also have accommodations and modifications that are important.

Generally speaking special education children do much better with hands on instruction. In addition, because many of deficits in their processing of information, it is always best to give them a desk copy of anything that needs to be copied from the board or overhead. Finally, verbal only explanations are tough for them and need to be supported with visuals.

confident, there are centers for college young infants with disabilities in college and school. besides the shown fact that, those centers are not any greater mandated and the student utilising to college or college now has the alternative of whether or no longer they are going to get carry of better help, in assessment to severe college. No IEP will exist, PPTs won’t take place, and a paraprofessional won’t be able to be there with the college or college alumnus. specific centers in larger training are very diverse than in severe college to reiterate. The professor isn’t a caterer to any of his or her pupils, no longer even those with specific desires. an academic help team for those with disabilities might help pupils with be conscious taking for the duration of lecture time, and help them learn off type time. A student isn’t doing classwork and taking weekly assessments like in severe college, the professor isn’t looking down pupils and might care much less in case you fail. a college course grade is predicated off of three assessments, which implicates the cost of examining. locate myself drifting away somewhat, this is as much as the student to demonstrate their exclusive scientific counsel to the college or college they plan on attending, and to seek for better help mutually as they are there.

1. seating to help the student

2. small groups

3. frequent breaks if in IEP

4. more time for lessons

5. praise and encouragement

It depends on their individual needs. You can’t group them into one category!

you don’t say what subjects..all?

I resource jr high and use pictures, maps, charts, movies, videostream- visual really helps- just good teaching practices.

check out

www.cec.sped.com

and

www.wrightslaw.com