CLASSROOM: MODIFICATIONS AND ADAPTATIONS

1. The following modifications and adaptations are recommended for implementation in all mainstream classrooms in which handwriting is a primary means of demonstrating mastery.

1. Utilize short answer tests, reducing the number of concepts which must be covered in the answer to obtain credit. Include items such as fill-in-the-blank, sentence completion, multiple choice, true/false and matching, whenever possible.
   
2. When essay answers are required, allow the student to list concepts, rather than write paragraphs.
   
3. When tests involve a variety of test items, star (*) key items which the student should complete first. This modification allows him to receive credit for major objectives without being penalized for a lack of writing clarity and speed.
   
4. Underline or highlight important material in texts or hand-outs. Highlighting can involve key words, main ideas, important names, vocabulary, etc. Star (*) what is most important, teaching the student the ability to identify key points in corresponding, highlighted detail. Use colored chalk to distinguish activities upon the blackboard.
   
5. Provide a skeleton outline to completed. Roman numerals should be filled in, and capital letters left blank. Permit other students to take notes which can be shared to supplement the notes the student has made on his own.
   
6. Extend the time for completion of written assignments.
   
7. Permitting the student to tape his responses is another alternative to handwritten assignments.
   
8. When written assignments cannot be modified break up the assignment into smaller increments and extend the time for assignment completion. When time cannot be extended, modify scoring in this manner:
   
   Number correct
   ____________ x 100 = % Mastery
   Number Attempted
   
9. For drill/practice assignment, reduce the number of questions, problems, or sentences to be done at one time.
   
10. Avoid assignments to be copied from the board. Instead, supply the student with a syllabus or prepared assignment sheet. In mathematics, when problems must be copied from the board, reduce the number and allow adequate time. To aid the student and other students with similar difficulties in proper alignment, permit them to turn their paper sideways using the lines to separate the places.
    
11. Avoid using overhead transparencies for students to copy as well. When transparencies must be used, a master should be made and students given a black and white copy of same.
    
12. Allow the student to develop special projects of hands-on activities as an alternative to written reports.
    
13. Utilize computer programs to offer review/drill activities without handwriting requirements.
    
14. Avoid counting off for handwriting in a spelling test or on a written assignment in another subject, or counting as wrong a problem solved correctly but inaccurately copied.
    
15. Homework assignments should avoid reliance on written work or copy work. Book reports and assigned questions could be completed by tape recorder or performed orally in class.
    
16. Within these modifications, the student should be able to demonstrate mastery without infringing upon other class periods. He needs motor activity daily and should not be deprived of recess to complete lengthy written assignments.

2. The following recommendations are appropriate for the students learning environments:

1. Provide a physical environment relatively free of extraneous auditory and visual distractions. To minimize distractions during independent work, a study carrel may be appropriate.
   
2. Opportunities for the student to expend physical energy should be offered after 15-20 minutes of cognitive effort. A 3-5 minute -period of movement or motor activity will aid the student in focusing attention and expending mental energy for another 30 minutes. This will require creative thought by the teacher, but it is very important to do so. A child functions more efficiently with alternating periods of cognitive and motor demands. Prolonged cognitive demands are fatiguing, and reduce learning efficiency. Under these conditions, a child seeks relief through movement. With the teacher providing the release, the teacher remains in control. Without this structure, the student's time and choice of release may be disruptive, and the teacher loses classroom control.
   
3. Make a conscious effort to reduce stress upon the student. Management strategies should focus on the positive by using positive reinforcement. Redirect and reward appropriate behaviors. Grading of papers should focus on the number correct rather than the number wrong.
   
4. Give the student chores or responsibilities to perform regularly to build a sense of worth and value as a member of the classroom.
   
5. Provide opportunities for the student to serve as a peer tutor in his areas of strength. Such activities will address the student's feeling of self-worth.

3. The following teaching strategies and instructional modifications are recommended for implementation by all teachers and therapists who work with the student.

1. Utilize all channels and modalities for instruction. Be aware that the student often has difficult with a multi-modality presentation. He seems to be most efficient when he focuses on one modality at a time.
   
2. Present only essential tasks directly related to the concept being taught. Essential tasks should be presented sequentially.
   
3. Feedback on task performance is essential. Feedback should be clear and offer direction in how to improve performance. Feedback is generally most effective when it is given immediately and frequently.
   
4. Teacher monitoring of the student's initial efforts is important to avoid the need for time-consuming retraining. Initial monitoring will prevent his practice of incorrect response patterns based upon earlier, undetected errors.
   
5. The value of homework assignments should be assessed in terms of the degree of learning enhancement involved as well as the student's need for initial monitoring of his responses. When homework assignments must be given, the teacher should plan for some supervised assignment time at school in order to check that the student and other students are proceeding correctly with the assignment.
   
6. In mathematics, permit the student to use a matrix, a mnemonic device with assists in mastery of the addition/subtraction and multiplication/division facts. Proper use of the matrix also helps in developing an understanding of the inverse relationship of the operations, as well as providing experience which can later be used in reading graphs and coordinates. Using such a device also frees the student from reliance on memory and permits him to focus on the sequence of steps in the operations.