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Compensatory Techniques in the Classroom

While the majority of the student's program should be closely aligned with the school and
classroom core curriculum, student modifications and accommodations might be necessary.

Listed below are some suggested compensatory techniques, curriculum adaptations, and
educational aids for students with specific learning disabilities:

For students with difficulty reading, or the very slow reader:

the "read along technique" with taped textbooks and workbooks might be used in the

classroom, at home, and in the resource room.

For students with memory problems or an inability to take notes in class:

a fellow student might share notes by using carbon paper, the teacher could provide a

copy of the class lesson or allow the student to tape-record lessons.

Educational

filmstrips and videos are available on most subjects and most grade levels for general

information not acquired from the printed page. Talking books may be acquired from the

library.

For students with who do not remember mathematical facts:

a table of math facts and other visual aids, and a printing calculator could be provided.

For the student who has difficulty writing:

a battery cassette recorder could be provided for the student to dictate answers to tests or

written lessons.

For the student who cannot write legibly, reverses letters, numbers or symbols:

typing could be taught as early as possible.

Reading:

Test the student for ability to learn and use phonics. Students who can't profit from phonics

might be taught alternative methods. A need for individual evaluation is indicated. The

teacher should explore different methods until a technique that benefits the student is

found. Assessment should be made for instructional level, as well as comprehension

level. In some cases, the use of high-interest material a couple of grades below the

student's grade level may be beneficial. Concrete words such as nouns, verbs and certain

adjectives and adverbs might be taught with flash cards - both the word and illustration of

the word. Abstract words that cannot be illustrated (e.g., of, is, if, to, etc.) could be taught as

part of a phrase or sentence on flash cards. These abstract words should be highlighted

in the textbook.

Vocabulary enrichment or content material:

The student can prepare files of vocabulary words used in a story or textbook, add

definitions, write new sentences using

the

words, and keep them in alphabetical order.

Larger print-picture dictionaries are available for different reading levels.

Concept

"Picto-

Cards" are an excellent tool for vocabulary, spelling, and reading comprehension.

Supplemental educational materials include:

Large type copies of Readers Digest magazine and Condensed Books (many are already

on tape - e.g., "Talking Tapes").

Picture magazines: Life, People, etc. Maps in dark outline,

color codes, large lettering.

Writing:

For problems in copying, worksheets that leave space under each word, phrase or

sentence for copying provide support for

additional practice. Put list of words on right

margin for left handed students, or those with mixed-dominance (switch hitters).

Have

handouts at desk for those who can't copy from blackboard or take dictation. For students

who use large written

symbols, enlarge space allowed for "fill in the blank" tests of

worksheets.

For students who have difficulty with processing auditory input, (fully understanding questions asked, recalling or forming an
appropriate answer), be patient - wait for the answer or present the question in written form.

Oral language should be taught simultaneously with written language. Illustrations in the reading book should be used to generate
conversation that duplicates what is to be read in the printed text. Television viewing at home could serve the same purpose.

Use video-tapes to supplement instruction in subject matter (e.g. reading, social studies, science, mathematics). Computers,
captioned TV programs, video-tapes and workbooks used in preparing for GED tests are the newest and most effective ways to
supplement instruction for students with specific learning disabilities (SLD).

Shortening assignments, writing assignments on the board, and pre-teaching major concepts may help the LD student keep up with
his regular class.

A multidisciplinary team is essential for proper evaluation of SLD. A multisensory approach is needed to make classroom instruction
meaningful.

Handouts should be typed not handwritten. Some students may benefit from large print..

Colored plastic overlays are thought by some to enhance symbols and to give depth to printed page.

To train memory and listening skills, the use of poetry, rhymes, songs, and spelling tapes, beginning with the early grades, is thought
to be helpful.

Teaching spelling should be started with a multisensory approach - say the word, spell the word orally, then write the word.

While the term “he/him or she/her” is used in an article, the information relates to both male and female unless otherwise specifically stated.

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