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Description: No Tech (Mechanics of Writing/Drawing) Make accommodations for writing through the following strategies: Allow more time to complete assignments Reduce quantity of final product Explore different forms of writing – for example, don’t restrict writing to cursive Model writing first – teacher/peer/aide writes the word to show student how to form letters Use “fill-in-the-blank” answer format Modify worksheets – simplify; make templates for student to complete Use multiple choice...
Description: No Tech (Reading Decoding Access) Teach students to read strategically – e.g., review title/chapter headings; locate main ideas, etc. Reduce amount to be read Adjust allotted time for assignment Enhance meaning of reading with gestures, exaggerated facial expressions and intonation during group reading Choral reading or singing of words/text – music, rhythm and rhyme are memory enhancers Peer tutor – or adult, to support or read to student Finger tap for syllable counting – kinesthetic and...
Description: Information is available in the 2022 Virginia Assistive Technology, Tools, and Strategies (VATTS): Resource Guide
Description: Information is available in the: VESOL Instructional Resources for Reading, Mathematics and Science
Description: What does it mean for a student to be blind or visually impaired? Virginia state guidelines explain that a "visual impairment including blindness" means an "impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness" (Virginia Department of Education, 2017). The U.S. definition of legal blindness is a visual acuity of 20/200 or less in the better-seeing eye with best conventional correction (meaning...
Description: Team members working with students who are deaf and hard of hearing need to carefully consider each student’s unique needs and learning style, as well as the demands of the task. The following strategies are offered to provide a starting point for thinking about possible adaptations. It is important to remember that all team members should have input into decisions regarding instructional strategies for a student who is deaf or hard of hearing. Possible effects of hearing loss on skill...
Description: Challenges with Inattention/Distractibility: Systematically teach student how to attend (square shoulders, lean body forward, and focus eyes on work). Use mnemonics such as SLANT (sit up, lean forward, ask questions, nod your head, track the teacher) to help them remember the needed behaviors. Seat student in area free from distractions such as open doors, air conditioners, etc. Keep written assignments and workspace free from distractions Use study carrel. Use proximity seating. Assign a peer...
Description: Challenges with Organization Create and teach routines and procedures. Provide teacher demonstration & modeling, guided, independent practice, and frequent review opportunities. Use checklists and mnemonics to help students remember the expected behaviors. Color code notebooks and school book covers. Have students "check" unneeded books and notebooks at the door. They can pick up their items as they exit class. Attach things that often get misplaced (pencils) to students' desks with Velcro....
Description: Challenges with Following Directions Have the student verbalize written directions. By doing this, you will detect early errors or misunderstandings. Provide example of completed item. Model or demonstrate each step. Have students check off each step as it is completed. Provide only one portion of the assignment at a time. Divide longer orally assigned tasks into shorter ones. Face the child and speak distinctly. Provide visual reinforcement as often as possible when you speak to the class....
Description: Challenges with Memory/Recall Provide multiple opportunities for practice in different formats. Use flashcards for individual or group review. Use songs, rhymes, or rhythms to help remember information. Chunk pieces of information together. (For example have students learn the number facts in sets of three). Use acronyms to remember words or phrases. Use mnemonics to remember sequenced steps. Help students remember items of a list by visualizing that each is "located" at a different place in a...
Description: Challenges with Understanding/Comprehension Explicitly Teach the meaning of key vocabulary words. Provide an example of a correctly solved problem at the beginning of the lesson. Provide visual cues to help students who may have difficulty visualizing shapes, dimensions and sizes. Have students verbally or visually explain how to solve a math problem. Provide students with a strategy to use for solving word problems. Introduce only one concept at a time and teach to mastery. Provide many...
Description: Physical & Cognitive Disabilities | Cognitive Disabilities | Physical Disabilities Strategies for Students with Physical and Cognitive Disabilities For students with cognitive or physical disabilities, educators must incorporate accessible instructional strategies throughout the daily schedule. The classroom environment and educational staff must consider changes and accommodations to increase student participation and enhance learning. When teachers and students adapt effective...
Description: What does it mean for a student to be blind or visually impaired? Virginia state guidelines explain that a “visual impairment including blindness” means an “impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness” (Virginia Department of Education, 2017). The U.S. definition of legal blindness is a visual acuity of 20/200 or less in the better-seeing eye with best conventional correction (meaning...
Description: Team members working with students who are deaf or hard of hearing need to carefully consider each student’s unique needs and learning style, as well as the demands of the task. Considerations, strategies, and resources are offered to provide a starting point for thinking about possible adaptations. It is important to remember that all team members should have input into decisions regarding instructional strategies. Children who are deaf or hard of hearing can learn and do mathematical concepts...
Description: Students who are Deaf-Blind have both a vision and a hearing loss that negatively affects their educational programs. Deaf-Blindness does NOT mean totally deaf and totally blind. In fact, most students with Deaf-Blindness have some residual vision and some residual hearing. It does mean that the student will not gain enough information from his/her vision to compensate for a hearing loss and, likewise, will not gain enough information from hearing to compensate for a vision loss (Alsop, 2002)....
Description: All students in tested grade levels and courses are expected to participate in Virginia’s assessment program, unless specifically exempted by state or federal law or by Board of Education regulations. Virginia’s assessment system includes students with disabilities and limited English proficient (LEP) students. Students with disabilities and LEP students may take Standards of Learning tests with or without accommodations or they may be assessed through alternate or alternative assessments....
Description: What does it mean for a student to be blind or visually impaired? Virginia state guidelines explain that a “visual impairment including blindness” means an “impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness” (Virginia Department of Education, 2017). The U.S. definition of legal blindness is a visual acuity of 20/200 or less in the better-seeing eye with best conventional correction (meaning...
Description: Team members working with students who are deaf or hard of hearing need to carefully consider each student’s unique needs and learning style, as well as the demands of the task. Strategies are offered to provide a starting point for thinking about possible adaptations. It is important to remember that all team members should have input into decisions regarding instructional strategies. Possible effects of hearing loss on skill development in History Children who are deaf or hard of hearing...
Description: Many learners struggle with organization, attention, and memory. Here are a few tips to incorporate into your classroom routines. Links to instructional strategies, particularly HLP #16 Use explicit instruction, are included at the end of the page. To focus attention: Use class and individual schedules. Start and end each class session by reviewing. Check off tasks as they are completed. Set goals for how much of a task they can complete in an allotted time. Model setting goals for task...
Description: Virginia Standards of Learning Documents Standard of Learning Documents Instructional Resources- History/Social Science Instructional Strategies for History & Social Science History Instructional Strategies for Students who are Blind/Visually Impaired (Updated July 2020) Differentiated Instructional Strategies – Deaf and Hard of Hearing (History/Social Studies) (Updated 2019) Quick Tips to Help Students Who Have Difficulty with Organization, Attention, and Memory (Updated February 2021)
Description: Search Subject ---- Select Subject ---- Reading Science Writing Grade ---- Select Grade ---- Grade 5 Grade 8 High School Grade 3 Grade 4 Grade 6 Grade 7 Kindergarden Grade 1 Grade 2 Grade 9 Grade 10 Grade 11 Grade 12 ASOL Number (Optional) Search Clear Search Filters Please select a subject or grade or ASOL number to view ASOL sample activities.
Description: English The Standards of Learning and Curriculum Framework comprise the English language arts content that teachers in Virginia are expected to teach and students are expected to learn. https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/english-reading-literacy/standards-of-learning English Instructional Plans help teachers align instruction with the 2017 English Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found...
Description: These pages provide information and resources on a wide range of disabilities and medical conditions.
Description: This section accesses a multitude of State and National Organizations that provide information, support and research on a wide range of disabilities and medical conditions.
Description: These entries present specific resources that address the components of the Special Education Process.Referral/Evaluation/EligibilityInstruction/MonitoringIEP/IFSP/504Dispute Resolution
Description: These links direct you to the Virginia Family Special Education Connection website where you can locate Local Disability Services and Local Special Education Contacts for each county or city in Virginia. Local Disability Services Local Special Education Contacts
Description: Virginia Department of Education's (VDOE) Assistive Technology Network (AT Network) addresses priorities of VDOE with centralized coordination, implementation, and dissemination of information about the laws which define AT devices and services, the process of consideration of AT by Individualized Education Program (IEP) teams, and AT assessment and resources. It includes a section on Augmentative and Alternative Communication (AAC).