Educational Strategies
General
- Keep a classroom routine.
-Give your child a longer time to complete assignments/ class work.
-Avoid conflicting non-verbal information.
-Avoid the use of sarcasm, idiomatic expressions, etc. unless explained.
-Use a buddy system.
-Use small group instruction.
-Allow the preview and review of topics, concepts, quizzes, and tests.
Concepts
-Provide concrete examples when teaching abstract concepts.
-Review on a daily basis the abstract concepts that have been taught.
-Explain new concepts in relation to previously introduced concepts.
-Provide repeated physical demonstrations of abstract concepts.
-Have your student practice using concepts by asking them to follow oral directions to make or draw something.
Comprehension
-Decrease the amount of information your student must learn/ recall.
-When presenting new information, frequently ask your student questions to check comprehension and listening.
-Simplify the length and complexity of sentences; use fewer clauses and phrases.
-Reduce the vocabulary level.
-Repeat information using vocal stress of key elements.
-Repeat information with chunking.
-Use multiple modalities when presenting directions, explanations, questions, and instructional content.
-Present questions, directions, and instructional content in a variety of ways in order to increase the probability of your students understanding.
-Break a story into parts and ask questions about what just happened.
-Have your student predict what he/she thinks will happen next.
-After reading a story, have your student identify the main characters and report the sequence of events and the outcome of the story.
-Have your student question anything that is not understood.
-Interact frequently with your student to make sure that he/she is following the directions for the activity or assignment.
Memory and Listening
-Use simple 1 and 2 step directions and then gradually increase the length and complexity.
-Make certain your student is attending when you deliver oral questions, directions and information.
-Address your student to make sure that he/she is attending.
-Restate directions individually to your student.
-Have your student repeat directions back to you.
-Present oral information, questions, and directions in a variety of ways in order to increase the probability of your student understanding.
-Read stories aloud and ask your student to identify the main idea or message.
Vocabulary
-Let your student point if unable to name things.
-Naming objects and describing activities aloud to your student will help him/her better attend to the world.
-Encourage your student to identify how items are the same and how they are different.
-When presenting new vocabulary words, use each one in a sentence and see if your student can suggest a substitute for the new word or guess the meaning.
-Have your student create some “silly sentences” and then discuss why these sentences are not correct. Then discuss 2 or more ways that each sentence can be corrected.
-Play 20 questions and after guessing the word, have your student discuss what information that was important for guessing the word and which information did not help your student. This helps students to prioritize which points are essential to remember and which ones to filter out.
-Compare and contrast synonyms and their associated antonyms.
Syntax/Articulation
-Correct your student’s sentences/sounds by rephrasing/restating them and asking him/her to imitate.
-Reinforce your student for using correct syntax/articulation.
-Have your student practice creating a correct word/sentence for each word/sound given.
General
- Keep a classroom routine.
-Give your child a longer time to complete assignments/ class work.
-Avoid conflicting non-verbal information.
-Avoid the use of sarcasm, idiomatic expressions, etc. unless explained.
-Use a buddy system.
-Use small group instruction.
-Allow the preview and review of topics, concepts, quizzes, and tests.
Concepts
-Provide concrete examples when teaching abstract concepts.
-Review on a daily basis the abstract concepts that have been taught.
-Explain new concepts in relation to previously introduced concepts.
-Provide repeated physical demonstrations of abstract concepts.
-Have your student practice using concepts by asking them to follow oral directions to make or draw something.
Comprehension
-Decrease the amount of information your student must learn/ recall.
-When presenting new information, frequently ask your student questions to check comprehension and listening.
-Simplify the length and complexity of sentences; use fewer clauses and phrases.
-Reduce the vocabulary level.
-Repeat information using vocal stress of key elements.
-Repeat information with chunking.
-Use multiple modalities when presenting directions, explanations, questions, and instructional content.
-Present questions, directions, and instructional content in a variety of ways in order to increase the probability of your students understanding.
-Break a story into parts and ask questions about what just happened.
-Have your student predict what he/she thinks will happen next.
-After reading a story, have your student identify the main characters and report the sequence of events and the outcome of the story.
-Have your student question anything that is not understood.
-Interact frequently with your student to make sure that he/she is following the directions for the activity or assignment.
Memory and Listening
-Use simple 1 and 2 step directions and then gradually increase the length and complexity.
-Make certain your student is attending when you deliver oral questions, directions and information.
-Address your student to make sure that he/she is attending.
-Restate directions individually to your student.
-Have your student repeat directions back to you.
-Present oral information, questions, and directions in a variety of ways in order to increase the probability of your student understanding.
-Read stories aloud and ask your student to identify the main idea or message.
Vocabulary
-Let your student point if unable to name things.
-Naming objects and describing activities aloud to your student will help him/her better attend to the world.
-Encourage your student to identify how items are the same and how they are different.
-When presenting new vocabulary words, use each one in a sentence and see if your student can suggest a substitute for the new word or guess the meaning.
-Have your student create some “silly sentences” and then discuss why these sentences are not correct. Then discuss 2 or more ways that each sentence can be corrected.
-Play 20 questions and after guessing the word, have your student discuss what information that was important for guessing the word and which information did not help your student. This helps students to prioritize which points are essential to remember and which ones to filter out.
-Compare and contrast synonyms and their associated antonyms.
Syntax/Articulation
-Correct your student’s sentences/sounds by rephrasing/restating them and asking him/her to imitate.
-Reinforce your student for using correct syntax/articulation.
-Have your student practice creating a correct word/sentence for each word/sound given.