Simple Accommodations You Can Make in Your Classroom to Help Students With Learning Differences

Lori Boll | Academic Counselor | www.LoriBoll.me
Strategies That Work...
!
Simple Accommodations You Can
Make in Your Classroom to Help
Students With Learning Differences
!
By Lori Boll

Today’s Take-Aways
• Dysgraphia

• Auditory Processing
Disorder

• ADD/Executive
Functioning

• Sensory Processing
Disorder
Strategies for children
with the following
needs:

Modiﬁcations &
Accommodations:
!
What’s the Difference?

Modifications Accommodations
Documentation
not required on
report cards
All students or
those diagnosed w/ mild
to mod. disabilities
No change to
assessment or grading
criteria
Different
methods of meeting
learning expectation
Documented by IEP
& on report card
For those with
significant disabilities
Different
assessment criteria/
Grades may be
modified
Different learning
expectations
Offer all
students equal access
to learning
Pelletier, Kristen, Kevin Bartlett, William Powell, and Ochan Kusama-Powell. The New Frontier: Inclusion; A Practical Guide
for School Leaders. Brussells: ECIS, 2011. Print.

Dysgraphia
Dysgraphia is a learning disability that
affects writing abilities. It can
manifest itself as difﬁculties with
spelling, poor handwriting and trouble
putting thoughts on paper
Editorial Staff. "What is Dysgraphia?." National Center for Learning Disabilities – LD.org. N.p., 9 Dec. 2010. Web. 26 Mar.
2012. <http://www.ncld.org/ld-basics/ld-aamp-language/writing/dysgraphia>

Dysgraphia
• graphic organizers

• slanted writing space

• Quicktime recording for
verbal response

• voice to text software
• raised line paper

• large graph paper for math

• record lectures

• provide partially completed
outline of lecture

Singer, Bonnie. "Architects For Learning." Architects For Learning. N.p., n.d. Web. 17 Mar. 2012. <http://
www.architectsforlearning.com

Slant Board

Before
After

Next Steps

Teacher objective - Are the students
emotionally invested in the Human Rights
unit? Do they have questions about the
Universal Declaration of Human Rights?
Quicktime

Singer, Bonnie. "Architects For Learning." Architects For Learning. N.p., n.d.
Web. 17 Mar. 2012. <http://www.architectsforlearning.com

Auditory Processing
Difﬁculties in the
processing of auditory
information in the
central nervous
system.
"(Central) Auditory Processing Disorders—The Role of the Audiologist." American Speech-Language-Hearing
Association | ASHA. ASHA, n.d. Web. 26 Mar. 2012. <http://www.asha.org/docs/html/PS2005-00114.html>.

Strategies
• UseVisuals

• Provide partially
completed outline
of lecture notes

• Scaffold assignments

• Graphic Organizers

Language
Expressive Language
Receptive Language

Quiz Time:

Expressive or Receptive Language
Problem?

Executive Functioning
• Visuals

• Scaffold
assignments

• Graphic
Organizers

Deﬁnition: The brain-based skills that are
required for humans to execute, or
perform, tasks
Dawson, Peg, and Richard Guare. Smart but scattered: the revolutionary "executive skills" approach to
helping kids reach their potential. New York: Guilford Press, 2009. Print.

Executive Skills
• Response Inhibition

• Emotional Control

• Sustained Attention

• Task Initiation

• Goal-directed
Persistence
• Organization

• Time Management

• Planning/Prioritizing

• Working Memory

• Metacognition

• Flexibility

Executive Skills Involving
Doing (behavior)



• Task Initiation

• Goal-directed
Persistence
• Organization

• Time Management


• Working Memory

• Metacognition

• Flexibility

Executive Skills Involving
Thinking (Cognition)



• Task Initiation

• Goal-directed
Persistence
• Organization

• Time Management


• Working Memory

• Metacognition

• Flexibility

Lori Boll | Academic Counselor | www.LoriBoll.meInternational School Manila, 6th grade classroom

3rd grade lesson plan

What could make this
better for children with
difficulties with Executive
Functioning?

Scaffolding
• Breaking up learning into chunks

• Then providing a tool or structure for each
chunk

• Scaffolding is DIFFERENT than
differentiation

• Scaffolding should be done for all children

• Take “They should be able to do this” out of
your vocabulary.

Champ, Birdie. "Zone of Proximal Development." Birdie Champ: Thoughts on Education. N.p., 1 Mar. 2010. Web. 6 May 2012. <birdiechamp.files.wordpress.com/
2010/03/vygotsky-levels-flat-copy.jpg>.

Boll, Michael. "Language Arts – Mr. Boll." Mr. Boll - bringing the joy of technology to the masses. N.p., 5 Nov. 2011.
Web. 26 Mar. 2012. <http://www.mrboll.com/?page_id=14>.

Creative Writing Planning Guide
!
1. Brainstorm out ideas for a story
2. Decide what type of story it will be (Write Source p. 350). Use the ideas below, or come up
with your own.
o The Rescue
o The Union
o The Underdog
o The Decision
o Rivalry
3. Organization: (p. 347)
1. Beginning
2. Rising action
3. High point
4. Ending
4. Come up with a list of characters for the story. Fill out the table below. I have done one as an
example.
!
!
!
! Character Personality Appearance Other
Tarek Heroic and conﬁdent at
odd times Outwardly shy
most of the time. Messy
and patriotic.
Tall and strong. Very
athletic, but terrible at
basketball.
From the Middle East
Boll, Michael. "Language Arts – Mr. Boll." Mr. Boll - bringing the joy of technology to the
masses. N.p., 5 Nov. 2011. Web. 26 Mar. 2012. <http://www.mrboll.com/?page_id=14>.

Homework Plan
Language Arts Social Studies Math Science
check blog check blog check blog check blog
Write Source

pg. 4-6 verbs
Intro to story
Read chapter 2

in text
7.3 problems

1-30 odds
Review for test on

Friday
Finish lab report

due Wed.

Frustration Alert!
Work is not complete
until it is turned in!
As teachers we may need
to help our students.
Asking for it may not be
enough.

Visualizing Behavior

Sensory Processing
• sensory breaks

• sticky tac/ﬁdgets/
paperclips

• yoga balls

• weighted pens/
markers/crayons
• headphones/hats

• bungee chords

• crunchy/chewy food

• heavy work

• enclosed space

• standing desk

Sensory Break

What would it feel
like for me?
Imagine...

Jensen, E. (2000, November). Movement with the Brain in Mind. Educational Leadership, na, 34-36.
From the blog
“New Adventures in
First Grade”

http://safcoproducts.com/saf/en/US/Safco/cms/static/alphabetter/index.html

Calming Strategies
Heavy Work Lap-buddy
Comfortable

Enclosure
Nelson, Kimberly. "Mrs. Nelson's Class - MrsNelsonsClass.com." Mrs. Nelson's Class - MrsNelsonsClass.com. N.p., n.d. Web. 25
Mar. 2012. <http://www.mrsnelsonsclass.com/teacherre

Alerting Strategies
Lehrer, Jonah. "The Cognitive Benefits of Chewing Gum." Wired Science. N.p., 29 Nov. 2011. Web. 18 Mar. 2012. <www.wired.com/
wiredscience/2011/11/the-cognitive-benefits-of-chewing-gum/ >
Chewy or Crunchy
Snacks
Push-ups
Crab Walk

Noise Cancellation

Headphones
A Hat Indoors
Over Sensitivity to Sound and Light

Simple Accommodations You Can Make in Your Classroom to Help Students With Learning Differences

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