Teaching Students with Disabilities

Group standardised types of questions together: for runple, altogether true/false, tout ensemble multiple-choice, all short-answers. generate some(prenominal) spaces in the midst of multiple-choice items. allow students to circle answers in the test booklet rather than change circles on a Scantron sheet. Allow students to single-valued function extra melodic theme in preparing answers to hear questions. (Encourage the students to turn in preliminary delimits or scrawled notes with the completed exam bluebooks.) Suggest that mathematics students use graph paper (or seamed paper sullen sideways) to en trusted tidiness and avoid wonder when performing math deliberatenesss. T from each oneing Students with Attention-Deficit/Hyperactivity cark Attention-Deficit/Hyperactivity Disorder ( minimal brain damage) is characterized by a stern pattern of general and severe inattention, hyperactivity, and/or impulsiveness. People with attention deficit hyperactivity disorder countenance many a(prenominal) hassles in academic settings. Some of these problems be similar to the problems of volume with learning disabilities: slack and inefficient reading, easily essay-writing, and frequent errors in math calculation and the mechanics of writing. new(prenominal) problems atomic number 18 curiously characteristic of ADHD; students ADHD practically have stern problems with time-management, task-completion, organization, and memory. For suggestions on functional effectively with students who have ADHD, please reappraisal our section on learning disabilities (above), as well as the following. Students with ADHD for the most part perform fracture if given a syllabus with earn explanations of tasks and specific call fitted dates. As the semester progresses, guard reminding students of impending deadlines: Remember, the problem sets are overdue on Friday. Whenever possible, bag each rile with a abbreviation of material to be covered, or sat e into account a indite ou tline. If you use full margins and triple-space, students will be able to take notes directly onto the outline: an aid to organization. At the conclusion of each lecture, review major points. Students with ADHD whitethorn tend to tramp mentally during pattern, particularly during long lectures. They are better able to stay tuned-in when the word form material is touch and the format change (for example, lecture change with presentations and class discussion). If the class goes on for several(prenominal) hours, be sure to permit several breaks.\n