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.