Montgomery County Public Schools, Rockville, MD



Specific Learning DisabilityPositive CharacteristicsChallengesMay utilize auditory or kinesthetic/tactile to support instructionMay increase understanding with the accompaniment of verbal, written, and visual instructions and cuesMay experience success with technology May attend to lectures and progress when given visual supports (outlines, graphic organizers)May increase understanding through the utilization of manipulatives when learning abstract conceptsMay have stronger receptive skillsMay exhibit excellent responses to timely and structured speech interventionsMay experience advancements when learning is coordinated between school and home environmentsMay experience gains with modeling, rewards for approximations, and meaningful praiseMay progress when communication skills are combined with visuals and technology such as interactive white boards and word processing programs that include graphicsMay understand better when allowed to intermittently paraphraseMay exhibit increased auditory responses when eye contact is established with the speakerMay make progress when metacognitive strategies are learned and appliedMay see letters and numbers in different positionsMay confuse left-right May have difficulty distinguishing important objects from their backgrounds (leads to skipping words or confusing lines)May be able to decode but have trouble with comprehensionMay not be able to initiate or sustain conversationMay have difficulty communicating their thoughts through speechMay not be able to answer specific questionsMay have difficulty understanding what others say to them and following directionsMay have difficulty storing and retrieving informationMay have difficulty distinguishing subtle differences in sounds May hear something different from what a speaker actually saysMay confuse sounds from several sourcesMay take longer to process the meaning of what is heardInstructional StrategiesReadingWritingMathematicsHave the student paraphrase key information and directions to ensure understanding.Provide verbal prompts and/or questions that scaffold student comprehension of key information from the text.Incorporate illustrations and/or graphics into instruction to increase comprehension of concepts.Incorporate the use of print and electronic graphic organizers, story maps, or capture sheets for note taking in whole group and small group instruction.Activate and build prior knowledge using anticipation guides, KWL graphic organizers, and quick writesProvide students with wait time prior to responding orally to comprehension questionsProvide students with varied means of demonstrating mastery of grade level objectives texts i.e. drawing, acting, PowerPoint presentations, etc.Create Glogster posters to build background knowledge and teach concepts in an interactive environment.Decrease the complexity of the language in orally presented questions and/or writing prompts.Provide students with exemplars of grade level proficient work.Implement personal word walls by subject area or writing task.Teach students how to use and provide access to a (bilingual) dictionary, math dictionary, thesaurus, and rhyming dictionary.Orally model the critical thinking needed in order to proficiently answer reading comprehension questions.Orally model the critical thinking needed in order to proficiently answer math problems.Provide oral and written models of appropriately answered reading comprehension questionsProvide oral and written models of appropriately answered math problems.Create Clicker 5 books with video content and Internet links to teacher concepts and build background knowledgeCreate Clicker 5 books with video content and Internet links to teacher concepts and build background knowledgeProvide students with illustrated and sequential reading comprehension strategy cards with examples for skills such as finding the main idea, supporting details, sequencing, identifying author’s purpose, drawing conclusions, making inferences, distinguishing fact from opinion, summarizing.Provide students with illustrated and sequential math strategy cards with examples for skills such as estimating, averaging, finding area, perimeter, volume, elapsed time, etc.Pre-teach key vocabulary through the use of word webs, concepts maps, or other graphic organizers both print and electronic.Pre-teach key vocabulary through the use of word webs, concepts maps, or other graphic organizers both print and electronic.Verbally or visually cue students prior to asking a question.Verbally or visually cue students prior to asking a question.Provide students with access to Alpha Smarts and teach them how to type using Type to LearnCreate writing assignments with supports in Clicker 5, Write Outloud, or Kurzweil.Provide student access to instructional level text in cooperation with grade level text.Provide sentence starters/word banks with illustrations/graphics.Activate prior knowledge and vocabulary by using narrative and informational texts that correlate to the math indicator being taught.Utilize digital text and screen reader software to model reading comprehension strategies in whole group, small group, and individual instruction.Provide sequence cues (“first, next, last”).Incorporate the use of manipulatives in whole group and small group instruction.Provide opportunities to model fluent reading of grade level texts through choral reading or partner reading.Provide students with access to Clicker 5, Write: Outloud, Free Natural Reader, or Kurzweil as a talking work processor.Allow students to record writing assignments using Microsoft Word or Audacity.Provide opportunities for students to orally rehearse prior to beginning the writing process.Provide students with an illustrated writer’s checklist.Create writing assignments with supports in Clicker 5, Write Outloud, or Kurzweil.Use print and electronic graphic organizers , word processors, and screen reader software to explicitly teach and model all phases of the writing process in whole group and small group instructionUse sticky notes to brainstorm and sequence writing.Provide students with illustrated sequential writer’s process strategy cards for brainstorming, drafting, editing, revising, conferencing, and publishing.AutismPositive CharacteristicsChallengesMay have focused interestsMay be able to continue ongoing tasksMay respond to directed social play through structured group playMay follow routines well when there is consistency in schedulingMay achieve understanding through concrete experiencesMay have an affinity for tactile stimulation such as differences in textureMay benefit from step-by-step explanationsMay benefit when academics are related to life skillsMay benefit from additional time to process verbal inputMay be resistant to changeMay have difficulty in expressing needs May have difficulties with social and pragmatic languageMay laugh (or cry) for reasons not apparent to othersMay prefer to being alone; display an aloof mannerMay display anxiety and agitationMay have difficulty with reciprocal social interactions May have hypersensitivity to sensory input (touch, noise, lights, etc.)May have little or no eye contactMay display idiosyncratic play or leisure activitiesMay have obsessive attachment to objects and interest in specific topicsMay have an over-sensitivity or under-sensitivity to painMay have no awareness of dangerMay have noticeable physical over-activity or extreme under-activityMay have difficulty with written expressionMay have difficulty responding to verbal cues and novel directionInstructional StrategyReadingWritingMathematicsHave the student paraphrase key information and directions to ensure attention and understanding.Provide students with varied means of demonstrating mastery of grade level objectives texts i.e. drawing, acting, PowerPoint presentations, etc.Verbally or visually cue students prior to asking a question.Provide students with exemplars of grade level proficient work.Provide students with a personal agenda complete with tasks to be completed , approximate times, and a timer.Provide students with a sticky note parking lot on which to jot down ideas, notes, questions, comments.Model appropriate student behaviors and allow students to practice.Provide a visual checklist of appropriate behaviors with photographs of the student modeling the appropriate behavior.Provide verbal and/or visual prompts for task initiation and completion.Provide opportunities for students to engage in kinesthetic tasks or sensory experiences throughout the instructional block.Incorporate graphics, videos, photographs, audio, gestures, instructional technology and drama into instruction.Analyze a task so that each step is clearly defined and outlined.Check student agenda books to ensure homework assignments are accurately written.Provide students with a visual window or index card to focus attention on a certain question on a page.Pair student with an in class study buddy.Provide student with a quiet area in the classroom in which to work independently. Distribute in class assignments one at a time as the student completes them.Give one step, simple directions initially, working up to two- and three-step directions.Provide positive verbal feedback when student appropriate demonstrates on task behavior. Model appropriate turn taking skills and provide opportunities for student practice.Provide students with advanced notice of transition and changes to classroom routines.Use realia/manipulatives to maintain student attention.Provide student with privacy folder.Provide students with illustrated and sequential reading, writing, and math strategy cards with examples.Develop a daily self evaluative behavior rubric for the student with a reward system.Incorporate the use of print and electronic graphic organizers, story maps, or capture sheets for note taking in whole group and small group instruction.Incorporate real world examples into instruction.Provide verbal prompts and/or questions that scaffold student comprehension of key information from the text.Incorporate the use of print and electronic graphic organizers, story maps, or capture sheets for note taking in whole group and small group instruction.Activate and build prior knowledge using anticipation guides, KWL graphic organizers, and quick writesProvide students with wait time prior to responding orally to comprehension questionsProvide students with access to Alpha Smarts and teach them how to type using Type to LearnCreate writing assignments with supports in Clicker 5, Write Outloud, or Kurzweil.Provide students with access to Clicker 5, Write: Outloud, Free Natural Reader, or Kurzweil as a talking work processor.Allow students to record writing assignments using Microsoft Word or Audacity.Model appropriate pragmatic language.Provide opportunities for responding from the point of view of another person.Provide verbal and picture cues for answering “WH” and how questions.Provide opportunities for students to demonstrate mastery through the use of selected response questions and cloze activities.Provide a choice in classwork assignments and activities.Model and provide opportunities for student to student discourse, cooperative learning activities, and giving and receiving feedback on instructional tasks.Speech or Language ImpairmentPositive CharacteristicsChallengesMay experience gains with visual support for orally presented informationMay respond better to instructions that are broken down into smaller stepsMay respond better to instructions with simplified syntaxMay respond better to small group discussion than large group instructionMay be more responsive when provided with time to formulate thoughts or ideasMay be more successful with teacher modelingMay participate more successfully with opportunities to respond in short phrasesMay have trouble understanding directionsMay have trouble understanding lengthy and/or complex languageMay have trouble expressing and/or organizing thoughts and ideasMay have trouble formulating questionsMay have difficulty understanding curriculum vocabularyMay have trouble clearly articulating speech or speaking fluentlyMay have trouble modulating speaking volumeMay be reluctant to speak or participate in oral discussions/presentationsMay have difficulty engaging in conversation/chit chat with peersMay be reluctant to ask for clarification or assistanceInstructional StrategiesReadingWritingMathematicsHave the student paraphrase key information and directions to ensure understanding.Provide verbal prompts and/or questions that scaffold student comprehension of key information from the text.Incorporate illustrations and/or graphics into instruction to increase comprehension of concepts.Incorporate the use of print and electronic graphic organizers, story maps, or capture sheets for note taking in whole group and small group instruction.Activate and build prior knowledge using anticipation guides, KWL graphic organizers, and quick writesProvide students with wait time prior to responding orally to comprehension questionsProvide students with varied means of demonstrating mastery of grade level objectives texts i.e. drawing, acting, PowerPoint presentations, etc.Decrease the complexity of the language in orally presented questions and/or writing prompts.Implement personal word walls by subject area or writing task.Teach students how to use and provide access to a (bilingual) dictionary, math dictionary, thesaurus, and rhyming dictionary.Orally model the critical thinking needed in order to proficiently answer reading comprehension questions.Pre-teach key vocabulary through the use of word webs, concepts maps, or other graphic organizers both print and electronic.Verbally or visually cue students prior to asking a question.Provide sentence starters/word banks with illustrations/graphics.Provide sequence cues (“first, next, last”).Use sticky notes to brainstorm and sequence oral and written.Use realia/manipulatives to support understanding of abstract concepts.Provide verbal and picture cues for answering “WH” and how questions.Embed definitions or use synonyms for any unknown words.Explain and provide visuals for how words change in their meaning with prefixes and suffixes.Emphasize key words by adjusting voice, volume and inflection.Give one step, simple directions initially, working up to two- and three-step directions.Teach new vocabulary and key words with the use of gestures and vocal inflection.Provide opportunities to model fluent speech through choral reading or partner reading.Provide opportunities for student-to student discourse or oral rehearsal prior to engaging in writing tasks.Create writing assignments with supports in Clicker 5, Write Outloud, or Kurzweil.Other Health Impaired (e.g. Attention Deficit Hyperactivity Disorder)Positive CharacteristicsChallengesMay be responsive to immediate teacher feedbackMost often has the ability to move and learnUsually thrives in a non-threatening environmentUsually possesses good cognitive levelsMay benefit from guided practice and modeling of appropriate behaviorsUsually can multitask in a well-organized environmentMay learn well with?kinesthetic activitiesMay benefit from color coding of notebooks and textsMay have trouble controlling muscle or motor activityMay be constantly on the moveMay flit from task to task without finishing anythingMay persevere on one task in which they have found success, ignoring other responsibilitiesMay be unable to differentiate between important and unimportant stimuliMay be disorganizedMay not be able to follow process in an orderly fashionAttention may be diverted from taskInstructional StrategiesReadingWritingMathematicsHave the student paraphrase key information and directions to ensure attention and understanding.Provide students with varied means of demonstrating mastery of grade level objectives texts i.e. drawing, acting, PowerPoint presentations, etc.Verbally or visually cue students prior to asking a question.Provide students with exemplars of grade level proficient work.Provide students with a personal agenda complete with tasks to be completed , approximate times, and a timer.Provide students with a sticky note parking lot on which to jot down ideas, notes, questions, comments.Model appropriate student behaviors and allow students to practice.Provide a visual checklist of appropriate behaviors with photographs of the student modeling the appropriate behavior.Provide verbal and/or visual prompts for task initiation and completion.Provide opportunities for students to engage in kinesthetic tasks throughout the instructional block.Incorporate graphics, videos, photographs, audio, gestures, instructional technology and drama into instruction.Analyze a task so that each step is clearly defined and outlined.Check student agenda books to ensure homework assignments are accurately written.Provide students with a visual window or index card to focus attention on a certain question on a page.Pair student with an in class study buddy.Provide student with a quiet area in the classroom in which to work independently. Distribute in class assignments one at a time as the student completes them.Maintain student attention by adjusting voice pitch, volume, and inflection.Give one step, simple directions initially, working up to two- and three-step directions.Provide positive verbal feedback when student appropriate demonstrates on task behavior. Model appropriate turn taking skills and provide opportunities for student practice.Provide students with advanced notice of transition and changes to classroom routines.Use realia/manipulatives to maintain student attention.Provide student with privacy folder.Provide students with illustrated and sequential reading, writing, and math strategy cards with examples.Send weekly homework logs, worksheets, notes, study guides, and long term assignments to parent(s)/guardian(s) via email.Allow students to submit assignments electronically.Develop a school home communication system to encourage homework completion.Develop a daily self evaluative behavior rubric for the student with a reward system.Incorporate the use of print and electronic graphic organizers, story maps, or capture sheets for note taking in whole group and small group instruction.Provide students with copies of notes.Model how to maintain an organized notebook and provide opportunities for students to practice with their own notebooks.Provide students and parents with a visual checklists such as, “What do I need to take home with me today?” and “What do I need to bring to school with me tomorrow?” ................
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