Accommodations and modifications can be made to meet the needs of a student with a severe disability. Students with disabilities may need to complete tasks in chunks until they meet the objective. Students can use audio and visual aids, semantic mapping, guided imagery, concrete examples, hands-on activities, or place them in cooperative groups.
Accommodations and modifications can be made to meet the needs of a student with a severe disability. Students with disabilities may need to complete tasks in chunks until they meet the objective. Students can use audio and visual aids, semantic mapping, guided imagery, concrete examples, hands-on activities, or place them in cooperative groups.
Accommodations and modifications can be made to meet the needs of a student with a severe disability. Students with disabilities may need to complete tasks in chunks until they meet the objective. Students can use audio and visual aids, semantic mapping, guided imagery, concrete examples, hands-on activities, or place them in cooperative groups.
learner
is
expected
to
learn
Allow
completion
of
the
tasks
in
chunks
until
the
student
meets
the
objective
Adapt
the
amount
of
information
provided
at
one
time
Output
Adapt
HOW
the
learner
can
respond
to
the
instruction
Does
everything
need
to
be
pencil
and
paper
tasks?
Instead
of
answering
questions
in
writing
use
verbal
techniques,
projects,
games,
and
hands-on
for
evaluating
tasks.
Degree
of
Participation
Designed
for
a
student
with
a
severe
disability
Adapt
the
extent
to
which
a
learner
is
actively
involved
in
the
task
Adapt
the
level
of
participation
expected
during
a
task
Time
Input
Adapt
the
time
allotted
and
allowed
for
learning
or
task
completion
Allow
a
longer
period
of
time
for
the
students
to
learn
the
concepts
Adjust
the
pace
of
the
learning
to
meet
the
needs
of
individual
students
Adapt
the
way
instruction
is
delivered
to
the
students
Use
audio
and
visual
aids,
semantic
mapping,
guided
imagery,
concrete
examples,
hands-on
activities,
or
place
the
students
in
cooperative
groups
Level
of
support
Diculty
Increases
the
amount
of
personal
assistance
with
a
specic
learner
Provides
instruction
in
a
manner
that
can
become
independently
supported
as
necessary
Assign
peer
buddies,
teaching
assistants,
or
tutors
Alternate
Goals
Designed
for
a
student
with
a
severe
disability
Adapt
goals,
objectives,
or
outcome
expectations
while
using
the
same
materials
as
the
rest
of
the
class
Adapt
the
skill
level,
problem
type,
or
the
rules
on
how
the
students
may
approach
the
assignment
(Not
working
down,
but
examining
abilities
and
disabilities
and
making
the
assignment
t)
Simplify
directions,
provide
cues
Substitute
Curriculum
Designed
for
a
student
with
severe
disability
Provide
dierent
instruction
and
materials
to
meet
a
learners
individual
goals.
This
decision
is
made
by
the
ARD
and
shoud
be
planned
by
committee