Identify barriers for particular students

• Memory
• Self-regulation
• Visual processing
• Language processing
• Related academic skills (reading, writing, study skills)
• Motor skills

If the barrier involves a skill needed to complete the lesson, find an alternative route.

For example, if a student has serious writing difficulties and your lesson requires explaining how to solve a math problem, the main idea of a reading assignment, etc., consider doing oral interviews with the student and tape recording the answers. Based on the student's responses, create study guides to help the student successfully complete the task.

Structure the Environment

If the barrier involves self-regulation, visual processing, language processing, or memory, structure the environment to support student success.

First determine the type of structure needed: information, environment, behavior. Then create alternative structures.

For example, students with learning disabilities or self-regulation challenges are often distracted by the variety of sights and sounds in a classroom. A teacher could:

• Maintain one area in the classroom that presents the fewest distractions possible where the student could work,
• Provide step-by-step guidance to transition successfully from one activity to the next (explain expected behaviors, limit the number of students moving, the time to accomplish the transition, and the number of requested tasks.

Many students with learning disabilities need more repetition to master skills and concepts. The challenge? To accomplish this without endless and fruitless drilling. Without initial CONCEPTUAL UNDERSTANDING, drill will not work. In addition, drill relies on memory which is often a weakness for students with learning disabilities.

Successful practice depends on repeated interactions with the concept or task, in small doses, throughout the day and the week. THE SPIRAL APPROACH OFTEN DOES NOT MEET THE NEEDS OF STUDENTS WITH MEMORY CHALLENGES.

Provide Clarity

Possible ways to increase clarity include:

• Use direct modeling of new tasks
• Use guided, open-ended questioning to guide the student's thought-processes
• Provide additional insight after student-led inquiry