MODIFICATIONS FOR STUDENTS WITH

ASPERGER’S SYNDROME

The following is a modifications checklist which can be an effective vehicle for communication between parents, the special education teacher and the regular classroom teacher.

A. Modifying the Presentation of the Material

• Break assignments into segments of shorter tasks.
• Use concrete concepts before teaching abstract.
• Reduce the number of concepts introduced at any one time.
• Tell student what he/she should expect to learn and why.
• Monitor the level of language you use to communicate ideas.
• Schedule frequent, short conferences with student to check for comprehension.
• Provide consistent review of any lesson before introducing new information.
• Allow student to obtain and retain information utilizing cassettes/tapes, computers, interviews, oral reports, projects, calculators, dictation, typewriter.
• Highlight important concepts to be learned in text or material (color code key
• points; outline; study guides).
• Space practice and drill sessions over time.
• Monitor the rate at which you present material.
• Repeat original presentations, provide complete explanations, give additional examples, and/or model skills.
• Provide additional guided practice, requiring more responses, lengthened practice sessions, or additional practice sessions.
• Make consequences more attractive. For example: Increase feedback, chart performance, reward approximations, and/or give incentives to begin and to complete work.
• Recognize and give credit for student's oral participation in class.
• Make arrangements for homework assignments to reach home with clear, concise directions.
• Assign tasks at the appropriate level (lower reading/difficulty level) and in the appropriate amount (i.e. even or odd numbered questions only vs. all questions).
• Give tests orally.
• Adapt teaching to learner's style.

B.Modifying the Environment

• Utilize technology (computers, tape recorders, calculators, etc.)
• Use study carrels when available.
• Seat student in area free from distractions.
• Let student select the place which is best for student to study.
• Help keep student's space free of unnecessary materials.
• Use checklists to help student get organized.
• Use notebook for organized assignments, materials and homework.
• Provide opportunities for movement.

C.Modifying Time Demands

• Increase amount of time allowed to complete assignments/tests.
• Reduce amount of work or length of tests (as opposed to allowing more time).
• Teach time management skills (use checklists, prioritizing time, prioritizing assignments).
• Space short work periods with breaks or change of task. Give student a specific task to perform within specific time limits.

D.Modifying the Materials (As per the following deficits)

• Visual Motor Integration Deficit

·  a.Avoid large amounts of written work (both in class and homework).

·  b.Encourage student to select the method of writing which is most comfortable

·  (cursive or manuscript).

·  c.Set realistic and mutually agreed upon expectations for neatness.

·  d.Let student type, record, or give answers orally instead of writing.

·  e.Avoid pressures of speed and accuracy. (We are testing knowledge and content mastery.)

·  f.Provide student with carbon copy of lecture notes produced by teacher or peer.

·  g.Reduce amounts of board work copying and textbook copying; provide student

·  with written information.

2.Visual Processing Delay/Deficit

·  a.Highlight information to be learned (color coding, underlining, etc.)

·  b.Keep written assignments and work space free from extraneous distractors.

·  c.Worksheets should be clear and well-defined.

·  d.Go over visual task with student and make sure student has a clear understanding

·  of all parts of the assignment BEFORE beginning.

·  e.Avoid having student copy from the board. (Provide student with a written copy of the material. May copy teacher's manual or lecture notes.)

3.Language processing Deficit

·  a.Give written directions to supplement verbal directions.

·  b.Slow the rate of presentation.

·  c.Paraphrase material using similar language.

·  d.Keep statements short and to the point.

·  e.Avoid use of abstract language (metaphors, idioms, puns, etc.)

·  f.Keep sentence structures simple; gradually introduce more complex sentences as student masters the ability to comprehend them.

·  g.Encourage feedback from student to check for understanding. (Have student re-state what you have said in student's own words.)

·  h.Familiarize student with any new vocabulary BEFORE the lesson.

·  i.Reduce amount of extraneous noise,( conversations, TV, radio, noises from outside).

·  j.Alert student's attention to key points with such phrases as, "This is important. Listen carefully."

·  k.Ensure that the readability levels of the textbooks used in class are commensurate with student's language level.

·  l.Utilize visual aids to supplement verbal information.

·  m.Implement manipulative, hands-on activities whenever possible.

·  n.Demonstrate to student how the new material relates to material student has previously learned.

4.Organizational Delay

·  a.Establish daily routine and attempt to maintain it.

·  b.Make clear rules and be consistent enforcing them.

·  c.Contract with student, using a reward for completion of the contract.

·  d.Provide notebook with organized sections, such as assignments due, time management schedules, prioritized to-do lists, calendar, homework, study guides, class notes.

·  e.Avoid cluttered, crowded worksheets by utilizing techniques such as:

·  blocking, color coding, highlighting, or underlining.

·  f.Hand out written assignments with expected dates of completion typed or written

·  on one corner.

·  g.Teach goal-setting skills, decision-making/prioritizing skills, and time management skills.

E.Mainstream Supports

• Encourage use of the Study Center after school.
• Investigate access to Chapter One Math help.
• Encourage student use of the Reading Lab.
• Set before or after school appointments (student and mainstream teacher).
• Set up a schedule for the student to "check in" with counselor daily or weekly.
• Encourage daily self-monitoring of study time.
• Set up weekly academic progress reports.

Back