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Language Disorders:from Infancy through Adolescence:
Listening, Speaking, Reading, Writing, and Communicating
Rhea Paul, PhD, CCC-SLPProfessor, Yale Child Study Center
New Haven, Connecticut
Courtenay F. Norbury, PhD
Senior Research Fellow Department of Psychology Royal Holloway University of London London,England
pages 641-647
accommodations for students with disabilities
modifying curricular materials
putting students' textbooks in audio form
write in or highlight textbooks or to make photocopies that can be written in or highlighted
color-coding textbooks
for example,highlight main ideas in yellow,details in blue,and vocabulary to be learned in green
marginal glosses:key concepts and vocabulary are highlighted,then notes explaning are written to the student in the margin or on "sticky" notes placed next to the highlighted portions
cued texts:visual cues are used to show relationships among pronouns and their noun referents,or between other elements of text cohesion,for example,the story character's initials can be written above a pronoun referring to that character
structured overviews:mini-outlines,story maps,or semantic webs are placed on "sticky" notes at the beginning of a text section to guide students in reading it
modifying the way students are required to demonstrate knowledge
having fewer problems or questions per page to avoid overstimulation for distractible students and extending time limits to allow students to demonstrate their knowledge without the pressure of a time constraint.
collaboration
special considerations for high functioning students with ASD
developing self-regulation,metacognition,learning-strategy acquisition,conversational skills,classroom discourse,and the functional curriculum
developing pragmatic,social,and peer interaction skills
peer networking(recruits 4-6 different peers whose job it is to interact with the student with ASD at different times in the day
transitional intervention planning
both the student and the family should have an opportunity to discuss their goal and to think about what the best,realistic post-secondary outcome for each individual student will be.
responsibilities of secondary school personnel in individualized transition planning(p.645)
form a transition team consisting of a coordinator,the student,the family, administrators,teachers,and related service personnel
include the student and parents in the entire planning process
demonstrate sensitivity to the culture and values of the student and family
develop an appropriate packet of materials to document the student's secondary school program and to facilitate service delivery in the postsecondary setting
provide administrative support,resources,and time to foster collaboration among team members
inform the student about laws,rules,and regulation that ensure his or her rights
provide appropriate course selection,counseling,and academic support services
ensure competence in literacy and mathematics
ensure that the student learns effective studying,time management,test-preparation, and test-taking strategies
help the student use a range of academic accommodations and technological aids
help the student develop appropriate social skills and interpersonal communication abilities
help the student to develop self-advocacy skills,including an understanding of his or her disability and how to use this information in communicating with others
foster independence through increased responsibility and opportunity for self-management
encourage the student to develop extra-curricular interests and participate in community activities
inform the student and family about admission procedures for diverse postsecondary setting
inform the student and family about services that postsecondary settings provide,such as disability services,academic counseling,etc.
ensure the timely development of documentation and material to meet application deadlines
help the student and family select and apply to postsecondary institutions that will offer both the challenge and the support necessary
develop ongoing communication with postsecondary personnel
components of successful transition plans
while student is still in high school,teach and provide coaching and practice in self-determination skills,which can be used in college or employment,including:
asking for teachers for clarification of lecture materials
reporting their learning disability to their teachers
making an appointment with a teacher to discuss needs and/or accommodations
asking a teacher for permission to record class lectures
obtaining teacher approval for another students to take notes or to copy another student's notes
seeking assistance from the school librarian and making an appointment with a resource person,such as a counselor
add post-secondary education conselors,disability specialists and/or vocational rehabilitation counselors to the transition teams
give high school studnets assignments to:
become familiar with their educational rights under section 504
become knowledgeable about the college selection and application process
meet with a counselor or disability specialist at a local college
for students headed to vocational settings
have students explore the values,attitudes,and habits that make a good employee
learn about the knowledge and skills necessary for careers the student is interested in
arrange for the student to spend time in the work environment
focus on developing vocational and daily living skills and on improving social communication abilities
developing not only basic life skills-such as using money,buying and preparing food,using public transportation,securing health care,and participating in recreational activities-but of developing the self-determination necessary to secure the accommodations to which our students are entitled.
students need guided practice while they are in school in advocating for themselves, evaluating and making choices,talking about their disability,explaining its impact,and asking for what will be needed to enable their participation in the community.
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