Learning Task DISABILITY

#8: MY LEARNING LEARNING

STYLE MEANS OF CONDUCT
STYLES
Read or research a study, article, or news about the learning styles of children with
ASD
Strategies for teaching visual learners:
 Visual
disabilities. From any of these sources,  Use
identify which learning visual aids - most other learners will benefit from visual elements as well.
style/s is/are appropriate
 Kinaestheti
 Provide visual analogies and metaphors to help with visual imagery.
c
for the following disabilities and explain how it is conducted. Indicate theforreference
Substitute words for
colors and pictures.
 Auditory  Colour-code and organize any materials you provide as this helps organize
each of your answer. things in their minds.
Strategies for teaching kinaesthetic learners:
1. Give them plenty of outdoor time
2. Let them move! They will learn more quickly and effectively if you let them stand at their
desk, swing their legs, and pace the floor - as long as they are not disrupting other students.
3. Break up long lessons into smaller chunks, and change teaching location.
5. Encourage them to make sketches or pictures of the lessons they are learning, or
encourage them to point to each problem on a sheet of arithmetic problems as they
complete them. 
Strategies for teaching auditory learners:
 Lead class discussions and reward class participation.
 During lectures, ask auditory learners to repeat ideas in their own words.
 Allow any struggling auditory learner to take an oral exam instead of a written
one.
 Create lesson plans that include a social element, such as paired readings,
group work, experiments, projects, and performances.
 Allow students with an auditory learning style to listen to approved music
during silent study periods.

VI  Tactile Explain any visuals.  You should describe the image if you are using it to
illustrate a point, for instance. You can remark, "I've drawn a portrait of Queen
 Visual Elizabeth I on the board to show how she was portrayed. She is dressed in a big
 Audio gown with numerous intricate embroidery details. You should also develop the
practice of speaking aloud when writing on the chalkboard or whiteboard to
show off her wealth and authority. Students who are unable to see the board
will still be able to follow along and take notes.
Always give oral instructions. Do not provide your students with a handout that
contains assignment instructions. Visually impaired or blind students in your
class may have difficulty seeing the words and learning what is expected.
Instead, you should always give oral instructions for every assignment and
activity.
Ask students to clap to ask a question. Many classrooms rely on visual cues to
ask questions or get the teacher’s attention. It is very traditional for students to
raise their hands if they want to speak during a lesson. Visually impaired or blind
students may not notice when their peers raise their hands. Instead, you should
replace visual cues with audio cues.
For example, you could have students clap twice if they want to ask a question.
Provide tactile learning experiences. When you are teaching a class with
visually impaired or blind students, you should try and incorporate tactile
learning experiences whenever possible. For example, instead of talking about
rocks and showing images of different types of rocks, you should have physical
rocks available in the classroom for the students to touch and handle. This can
also be done with different foods, shells, properties of matter, etc.
This will allow your students to explore and learn without relying solely on sight.
Address all students by name. Students who are visually impaired or blind may
not always know who is talking. As a result, you should always address students
by their names when you call on them to answer or ask questions. This way the
student who is visually impaired can learn to identify their peers based on the
sound of their voice.
Give visually impaired or blind students additional time to complete work. In
some instances visually impaired or blind students may need extra time to
complete their assignments and tests. This is typical because reading braille or
using some form of technological aid can take additional time. Although you
want to give an appropriate amount of time for visually impaired or blind
students to complete their work, you do not want them to use their vision as an
excuse to hand in work late. Set deadlines and make sure they stick to them.
LEARNING  Reading STRATEGIES IN TEACHING ACADEMIC & ORGANIZATION:
 Present information visually and verbally.
DISABILITY  Writing
 Use diagrams, graphics, and pictures to support instruction.
 Academic
 Provide prompts of strategies to use and when to use them.
&
 Provide simple instructions (preferably one at a time).
Organizatio  Speak clearly and turn so students can see your face.
n  Allow time for students to process requests and allow them to ask
questions.
 Use graphic organizers to support understanding of relationships
between ideas.
 Use adaptive equipment if appropriate (books on tape, laptop
computers, etc.).
 Use an overhead projector with an outline of the lesson or unit of the
day.
 Provide clear photocopies of notes and overhead transparencies.
 Frequently verbalize what is being written on the board.
 At the end of class, summarize the important segments of each
presentation.
 Give assignments both in written and oral form.

TEACHING STRATEGIES IN READING:

 Provide a quiet area for reading activities.
 Use books on tape, and books with large print and big spaces
between lines.
 Provide a copy of class notes to the student.
 Allow alternative forms for book reports.
 Have students use both visual and auditory senses when reading
text.
 Teach students to attend to the sounds in the language.
 Have students clap out syllables and listen for and generate rhymes.
 Focus on activities that involve sounds of words, not on letters or
spellings.
 Model specific sounds, and ask students to produce each sound in
isolation.
 Teach students to blend, identify sounds, and break up words into
sounds.
 When teaching decoding, begin with small, familiar words.
 Model sounding out words, blending the sounds together, and saying
the word.
 Point out how titles, headings, and graphics reveal main ideas and
tell what a book is about.
 Teach students to identify the main ideas presented in the text, as
well as the supporting details.
 Point out unfamiliar words, revisit them, and explore their meaning.
 Teach students to use contextual clues to figure out the meanings of
unfamiliar words.
 Build background for reading selections and create a mental scheme
for text organization.
TEACHING STRATEGIES IN WRITING:
 Use oral exams in place of written exams when possible.
 Allow use of tape recorder in class.
 Provide notes or outlines to reduce the amount of writing.
 Allow the use of a laptop or other computer for writing assignments.
 Provide computer with spell check, grammar, and cut and paste
features.
 Reduce copying that the student is required to do (e.g. offer pre-
 printed math problems).
 Have wide rule paper, graph paper, and pencil grips available.
 Provide alternatives to written assignments (videotaping or audio
recording).
 Allow the student to use print or cursive.
 Teach pre-organization strategies, such as the use of graphic
organizers.
 Allow the use of abbreviations in writing assignments, and have
students keep a list of appropriate abbreviations available.