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Working with Students with Disabilities
What can a teacher do to help a student with disabilities?
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S/he can watch for students who are not progressing or who make uneven
progress, who are frustrated,
who just "don’t get it", who try hard but just don’t
seem to be successful, who fidget, who can’t
concentrate or pay attention, who lose focus easily, who have a history
of special education or resource
room, who get headaches when they read, who squint, who have poor
coordination, who can’t find their
way around, who are continually late, who can’t get organized,
who can’t use a pencil well, etc. — AND
help them get screened for learning disabilities.
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S/he can be an advocate in the test accommodations process by helping
the student to request special
education records, understand and follow the steps of the process,
solve problems, keeping all the
records together, etc.
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S/he can have the student practice using the requested accommodation
in the classroom.
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S/he can work on graphic organizers and strategy instruction with
the student.
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S/he can use a multi-sensorial approach to teaching and learning.
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S/he can indicate the effectiveness of the accommodation by giving
the practice GED test in accommodated
and un-accommodated modes to demonstrate the impact of the accommodation.
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S/he can develop the student’s ability to self-advocate for
disability services through role-plays, understanding
disability-related rights and responsibilities, etc.
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S/he can get more knowledgeable about how both low-end (pencil-holders)
and high-end (computer)
technology can assist people with disabilities.
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S/he can learn more about how disabilities can interfere with learning
and testing.
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  This
site brought to you through the partnership of Utah State Office of
Education
(USOE), Utah Education Network
(UEN) and Utah System of Higher Education
(USHE). Send questions or comments
regarding this site to
murray [dot] meszaros
[at]
schools [dot] utah [dot] gov
(Murray Meszaros)
.
This page last updated
September 11, 2008
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