Resources for students with learning differences
Acknowledgement and Introduction
This document is intended as a resource in coordination with “RCS Learning Plan (Covid-19)” to support students with learning differences. We urge school teams and families to focus first on the health, safety, and well-being of students. We encourage flexibility and collaboration with schools . Rutherford County Schools is deeply committed to supporting educational opportunities for all students. We appreciate the collective effort of students, families, teachers, and support staff as we rise to the challenge of supporting our students and families as we navigate distant and in person learning.
General Accommodations for Students with Learning Differences
Accommodation |
Definition |
Example (s) |
Allow movement/breaks |
Allow student to have frequent movement breaks to help with attention/focus |
Timer
Brain Breaks, such as https://www.gonoodle.com/
First/then statements (e.g., “first complete [insert task], then you may [insert reward]”) |
Calculator |
A small electronic device used to make mathematical calculations using a keyboard and visual display. |
Calculator on phone, computer, tablet, or handheld calculator |
Check for Understanding |
A periodic check of student understanding |
Checking student’s work to ensure he/she is understanding the material or asking if the student has any questions about the content |
Chunking/Segmenting Assignment |
Break assignments into smaller sections |
Have students complete 5 problems at a time instead of the entire assignment at one time. |
Grid or Lined Paper |
Paper with built in spacing to help organize and solve math problems such as long division, decimals, and fractions. |
Grid paper |
Highlight Key Words/ Points |
Highlight or underline keywords/points within the text to maximize understanding
Highlight clue words indicating the task the directions are asking them to do. |
Math -highlight key words that indicate the needed operation(s).
Reading -highlight clue words for the task the questions are asking them to do.
|
Math Manipulatives |
Any small objects used to help student solve math problems |
Cereal, Coins, Blocks, Crayons, Skittles |
Quiet Location |
To ensure focus, ensure the student has a quiet location to work. |
Student works away from environmental distractions such as TV, siblings, center of the home |
Redirection |
Prompting to refocus attention to the current task. |
“You’ve been doing a great job, let’s keep working” |
Repetition/Rephrasing |
Rephrase/Reword the question or directions in a way that students can understand
Repeat the directions or questions as needed for task completion |
Simplify or re-explain the directions by Using language at the level of a child’s understanding.
Take unnecessary words out of questions or directions to simplify |
Rewards and Reinforcers |
Provide a reward to reinforce good choices upon completion of tasks or a specified number of tasks. |
Student chooses their favorite activity, Stickers, Star on paper, Positive reinforcement (nice work) |
Scribe |
A person will write a student’s answer as they dictate it, word-for-word. |
If your child states “the boy runned at the park” you will write the answer exactly as they stated it. *Do not correct grammar* |
Speech to Text |
Students can talk while the software will type what they say. Remember to say punctuation marks ex. “period” |
Google Voice Typing |
Text to Speech |
Software will read the text on the screen |
Human Reader
Google Read & Write(extension) |
Visual Aids |
Visuals such as pictures, charts, or drawings that help students complete a task. |
Checklist
|
Word Processor |
Any technology that can be used to type a response |
Google Docs
Microsoft Word Chrome Extensions for Struggling Students and Special Needs
|
USING ACCESSIBILTY FEATURES in WINDOWS
In the search panel type in accessibility
Tips
|