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The Ins and Outs of Modifications: Special Education and Section 504Dyslexia

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Title: The Ins and Outs of Modifications: Special Education and Section 504Dyslexia


1
The Ins and Outs of Modifications Special
Education and Section 504(Dyslexia)
  • Mexia Jr. High
  • January 5, 2007

2
Testing Options
3
Common Testing Accommodations
  • Oral Administration (Math, Science, Social
    Studies)
  • Small Group
  • Extended Time
  • Large Print
  • Use of computer/typewriter for writing portion.
  • Dyslexia Bundle for grades 3,4,5,6,7, and 8
    (2007-08)
  • Orally reading all proper nouns associated with
    each selection before students begin individual
    reading of the selection,
  • Orally reading all questions and answer choices
    to students, and
  • Extending the testing time over a two-day period.
  • Remember these have to be used on a regular
    basis for a student to be able to use them during
    testing.

4
Do we have to use modifications?
  • If a students ARD meeting or Section 504 meeting
    lists modifications, they must be used.
  • Remember, these documents are the LAW!!!!
  • Modifications will follow students from K 12
    according to ARD or 504 meetings.
  • Modifications are allowable at the Jr. College
    and University level with appropriate paperwork
    and documentation submitted to the institution.

5
What do you want the student to learn?
  • TEKS Goals/Objectives
  • Importance of being a life-long learner.

6
How do I modify?Tests
  • Make test resemble the TAKS Test more.
  • Less Questions, not less answer choices
  • Weed out filler questions (remember TEKS Goals/
    Objectives)
  • Use oral administration if needed.
  • Do not word questions and answers tricky.
  • Get to the meat of what students need to know.
  • Teach test taking strategies.
  • THINGS TO REMEMBER
  • Many of the Special Education student have NEVER
    seen a TAKS test!!!
  • This will be a shock to them, it is going to be a
    lot harder on them than you realize.
  • School and learning came rather easy to most of
    us, otherwise we would not have college degrees.
  • Try to put yourself in their shoes.

7
How do I modify?Assignments
  • A student may need one or more modifications
    depending on the assignment.
  • Put page numbers by the questions of where to
    find the answers (this saves times for slow
    readers) remember we are looking for the end
    result of the knowledge not how fast they can
    finish the assignment or how good they can find
    the answer in the book. We all know some of the
    answers are hard to find.
  • Have one book and highlight the entire paragraph
    containing the answers.
  • Use oral administration.
  • Extended time (good rule of thumb is no more than
    3 days, use your own professional judgment) Most
    students will forget about an assignment after 3
    days.

8
Assignments (contd)
  • Again, be careful in the way questions and
    answers are worded. Just because the questions
    come from the book or teaching supplements does
    not mean they are worded appropriately for
    students with disabilities. These students are
    not able to read into questions and figure things
    out as easily as other students.
  • Use manipulatives, flow charts, graphs, hands-on
    materials. If they can see it and do it, they
    usually pick the information up quicker.
  • (example History-many students do not have an
    understanding of the timelines in history, if you
    put it in a flow chart or a graphic organizer
    with dates it will help them to organize the
    information in their brain.)
  • Pay close attention to what these students can
    and cant do when grading and looking at class
    work and homework. This will decrease the
    frustration level of students and you as teachers

9
Documentation of Modifications
  • Recommendations
  • Keep a personal folder on each student with a
    copy of modified assignments and tests.
  • Document in grade book of modified
    assignments/tests.
  • This information has to be documented properly.

10
Homework and Modifications
  • Remember students have been in school all day!
  • Students who do homework wrong will more than
    likely continue doing the work wrong in class or
    on tests.
  • Old habits are hard to break.
  • Teach study skills and good homework habits.
  • Many of our students are unable to get help from
    parents with homework.
  • Reasonable Homework Expectations are 10 minutes a
    night of homework per grade level
  • 6th grade 60 minutes 12th grade 120 minutes
  • www.naspcenter.org

11
General Classroom Modifications
  • Most students do not learn from lecture/note
    taking method. They need to see the information
    and work with the information for the information
    to stick in their brains. The majority of middle
    school students are not going to study notes.
    Look at the current failure rates!!!
  • Show and help the students organize
    information/folders/notebooks.
  • Relate the information they are learning to real
    life experiences. If students can see how it
    relates to their world they will remember it.

12
Email and Phone
  • Leigh Ann Parnell, M.Ed.
  • lparnell_at_mexia.k12.tx.us
  • 254-562-4003 Ext. 129
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