Accommodating Student Needs

Accomodating student

Ignore minor inappropriate behaviors when possible. Allow the student to have an extra set of books at home. Provide training in time management. Speak to the student in private about inappropriate behavior.

Provide the student with preferential seating in the classroom, provide a space with minimal distractions, or administer the assessment in a small-group setting or in another room. Provide or help the student develop checklists. For a student who has a learning disability, auditory, visual, or tactile information can become jumbled at any point when it is transmitted, received, processed, or retransmitted.

Give the student a checklist of tasks to be completed. Verify that the student understands the instructions.

Identify students who may have specificAccommodations can be changed during

Give frequent reminders of due dates. Provide a mentor teacher, counselor, etc. Some students may have medical conditions which require time away from class.

Listen attentively, and be positive. Structure transitional and unstructured times, such as hallway passing time and recess. Send parents frequent progress reports. This expanded perspective will open our hearts to the disappointments, fears, and heartaches of others.

Offer the student alternatives

Teachers should make appropriate accommodations to meet the specific needs, disabilities, and health-related conditions of their students. Make sure the student has the necessary materials. Avoid making accommodations that change or reduce the learning expectations of the student. Burnham-Williams at or burnham musc.

Accommodating Student Needs

Offer the student alternatives. Accommodations can be changed during the semester if all parties agree. Identify students who may have specific needs or disabilities. Some students who have learning disabilities may find it difficult to process and digest oral instruction and lectures. He or she may have a difficult time understanding the large discrepancy between reading comprehension and verbal skills.

Avoid power struggles and the use of confrontational techniques. Following that principle and in consultation with the student, parents, and priesthood leaders, makeup work strategies for attendance can and should be individualized for each student. The effects of a learning disability range from mild to severe. Work with the student to develop time estimates for each task.

Some students who