When positioning the student in the classroom:

• consider sensory needs: vision, hearing, touch and smell.
• seat at front/back of room.
• seat away from noises (e.g., lights, street, hall, computers).
• use carrel/screens.
• seat with back to window.
• locate near teacher.
• change lighting (light on desk, back to window).

Depending on the student's needs, options for seating at the desk might include:

• a wheelchair accessible desk,
• lap top desk,
• lip on side of desk,
• flip-up-top desk,
• tilt-top desk,
• use large table instead of desk,
• stand at desk rather than sit,
• use a light box, and
• use box to support feet.

General organization options include:

• a "Lazy Susan" to organize the desk,
• drawers beside desk,
• bookends/bookholders to hold books on the desk,
• soup cans for pencils or tie a pencil to the desk,
• attach a pencil to the student with an extension key ring,
• attach assignment list to the desk,
• place a timetable on the desk, possibly in a book,
• reduce excess materials on the desk, and
• colour code class duotangs.

Pre-organizing

• Highlight key points in the textbook. Student reads just these points.
• Have the student arrive 10 minutes early to go over the day plan.
• Provide support to preview materials before the lesson.
• Give a structured overview at the beginning of the lesson.
• Prepare summary of important information with blanks for the student to fill in while listening.
• Use pre-designed two column note blanks.
• Photocopy information ahead of time.
• Giving Instructions
• Repeat and simplify instructions.
• Have a peer repeat the instructions.
• Write oral instructions down and always keep in one place.
• Ask the student to repeat directions to strengthen understanding.
• Complete the first example with the student.
• Act out/model the activity to clarify instructions.
• Tape record instructions to be available as needed.

Other Suggestions

• Demonstrate or model the concepts.
• Adapt your pace.
• Use both auditory and visual presentation.
• Use hand signals or signs to augment oral information.
• Stand close to the student.
• Speak clearly, loudly or quietly depending on the effectiveness for the student.
• Change tone of voice to cue student and sustain attention.
• Break information into steps and monitor comprehension at small stages.
• Use concrete examples.
• Videotape lesson for later review.
• Use multi-sensory examples
• Use different colour chalk/pens for emphasis or coding.
• Use overhead projector and keep each overhead for later review.
• Use high contrast material, particularly for the student with visual impairment.
• Involve student in the presentation (e.g., concept mapping, brainstorming).
• Allow extra time to complete tasks and tests.

Alternate mode for materials:

• Dictate to a scribe
• Tape record
• Draw pictures
• Cut pictures from magazines
• Build models
• Use the computer
• Enlarge/shrink materials
• Use overlays/acetate on text pages
• Cut and paste
• Use manipulatives
• Use a calculator

Adapted page set-Up:

• Line indicators
• Sections on paper (draw lines, fold)
• Different types of paper (e.g., graph, paper with mid-lines, raised line paper)
• Provide more white space to put answers
• Highlight or colour code (directions, key words, topic sentences)
• Cover parts of worksheets
• Put less information on a page
• Use high contrast colours

Adapted devices:

• Chalk holders
• Adapted scissors
• Built-up pencils, pencil grips
• Bingo marker
• Highlighters
• Erasable pens
• Dycem mats
• Corner pouches
• Number line, alphabet line affixed to desk
• Date stamp, number stamps
• Stencils
• No carbon required paper (NCR)
• Spell checker (electronic)
• Word processing on computer

In addition to the help provided by the classroom teacher, additional assistance may be organized to support the student with intellectual disabilities. This support can range from peer assistance to specialized consultants, depending on the needs of the student.

Non-disabled peers can assist by:

• modeling,
• reading,
• scribing,
• answering questions,
• clarifying instructions, or
• helping to organize.

Teacher assistants can:

• carry out many aspects of the student's individual plan. See pages 37 to 39 for more detail.
• work with the whole class, as well as the student with special needs.

Learning Assistance, resource or consultant teachers can:

• support instruction for the student in the classroom.
• provide problem solving assistance to the teacher.
• team teach, allowing classroom teacher to deal more individually with the student.

• animated movie
• song
• slide presentation
• report
• bulletin board
• poem
• cookbook
• puzzle
• telephone talk
• map
• maze
• cartoon
• show case
• magazine
• banner
• comic strip
• visual art form
• diorama
• script
• brochure
• brainteasers
• collage
• diary
• newspaper
• time capsule
• blueprint
• video tape recording
• survey
• mural
• sculpture
• timeline

• game board
• commentary
• poster
• book
• speech
• display
• mobile
• scavenger hunt
• tape
• panel discussion
• tour
• interview
• charades
• portrait
• television show
• pantomime
• invention
• play
• radio
• model
• radio commercial
• skit
• puppet show

Keep evaluation strategies simple:

• Evaluate on IEP progress
• Set small goals
• Keep work samples
• Do spot checks
• Enlist support of teacher assistant

Vary strategies:

• Set up self-evaluation (What have you learned?)
• Observe demonstrated knowledge
• Use video
• Use individualized criteria
• Set up peer-evaluation
• Use objective observer

Tests:

• Use a scribe
• Conduct an oral test
• Read test questions
• Permit the use of calculators
• Use picture drawing
• Use take-home test
• Permit open-book test
• Use concept maps, webbing
• Remove time limit
• Provide more space to record
• Conduct test in a quiet room
• Enlarge print
• Observe demonstrated knowledge as an alternative to a formal test