Accommodating children with dating bases yahoo

26-Jun-2016 22:16

Also the word chalkboard is used often and most schools do not utilize chalkboards anymore. Also typing devices like an alpha smart or i Pad will help with writing assignments.

took the PSAT one year without accommodations, and then the following year with accommodations.

Some children may be on low-dose antibiotics to prevent infection, but they are usually given at home.

There usually is no special diet, but children who are recovering from weight loss from chemotherapy may be on high-calorie foods or shakes.

Printable handout of this information Amplification Options: ___Personal hearing device (hearing aid, cochlear implant, tactile device) ___Personal FM system (hearing aid FM) ___FM system/auditory trainer (without personal hearing aid) ___Walkman-style FM system ___Sound-field FM system Assistive Devices: ___TDD ___TV captioned Communication Accommodations: ___Specialized seating arrangements ___Obtain student’s attention prior to speaking ___Reduce auditory distractions (background noise) ___Reduce visual distractions ___Enhance speech reading conditions (avoid hands in front of face, mustaches well-trimmed, no gum chewing) ___Present information in simple structured, sequential manner ___Clearly enunciate speech ___Allow extra time for processing information ___Repeat or rephrase information when necessary ___Frequently check for understanding Physical Environment Accommodations: ___Noise reduction (carpet & other sound absorption materials) ___Specialized lighting ___Room design modifications ___Flashing fire alarm Instructional Accommodations: ___Noise reduction (carpet & other sound absorption materials) ___Use of visual supplements (projected materials, whiteboard, charts, vocabulary lists, lecture outlines) ___Captioning or scripts for announcements, television, videos, or movies __ Speech-to-text translation captioning (i.e., computer on desk) _ _Educational interpreter (ASL, signed English, cued speech, oral) ___Buddy system for notes, extra explanations/directions ___Check for understanding of information ___Down time / break from listening ___Extra time to complete assignments ___Step-by-step directions ___Note taker Curricular Modifications: ___Modify reading assignments (shorten length, adapt or eliminate phonics assignments) ___Modify written assignments (shorten length, adjust evaluation criteria) ___Pre-tutor vocabulary ___Provide supplemental materials to reinforce concepts ___Provide extra practice ___Alternative curriculum Evaluation Modifications: ___Reduce quantity of tests or test items ___Use alternative tests ___Provide reading assistance with tests ___Allow extra time Other Considerations: ___Supplemental instruction (speech, language, pragmatic skills, auditory, speech reading skills) ___Counseling ___Sign language instruction ___Transition / Vocational services ___Family support ___Deaf/Hard of Hearing role models ___Recreational/Social opportunities ___Financial assistance ___Monitor progress periodically by a specialist in Deaf/Hard of Hearing Reference: Source: Johnson, Benson, & Seaton.

Many child care providers work with children who have disabilities or special needs.

High stakes tests for higher education entry have their own set of guidelines: ACT – – AP – Sample Statement Justifying Extra Time for Test Taking: Many students with hearing loss will need extra time to complete examinations.The amount of extra time requested for test-taking should not be based on guesswork or supposition.It needs to be based on evidence of the individual’s known optimal performance based on data from mock examinations.While this is valuable for comparison of the student’s ability to work within time constraints as compared to typically hearing peers, it is not a representation of their actual ability to complete items when appropriately accommodated for test-taking limitations secondary to hearing loss. The rationale behind this accommodation is that students with hearing loss: a. Additionally, the way speech is recorded is not optimal for students listening with hearing loss.Exam Accommodations Typical suggestions for assessment accommodations are: a. All of these factors create gaps that need to be “filled in” by the hard of hearing student which in turn increases the required listening effort relative to their peers.

High stakes tests for higher education entry have their own set of guidelines: ACT – – AP – Sample Statement Justifying Extra Time for Test Taking: Many students with hearing loss will need extra time to complete examinations.

The amount of extra time requested for test-taking should not be based on guesswork or supposition.

It needs to be based on evidence of the individual’s known optimal performance based on data from mock examinations.

While this is valuable for comparison of the student’s ability to work within time constraints as compared to typically hearing peers, it is not a representation of their actual ability to complete items when appropriately accommodated for test-taking limitations secondary to hearing loss. The rationale behind this accommodation is that students with hearing loss: a. Additionally, the way speech is recorded is not optimal for students listening with hearing loss.

Exam Accommodations Typical suggestions for assessment accommodations are: a. All of these factors create gaps that need to be “filled in” by the hard of hearing student which in turn increases the required listening effort relative to their peers.

Remember that children with special needs are children first, and have more similarities than differences from children without disabilities.