Classroom adaptations for

students with Learning

Disabilities
 Adapt the Physical Environment

Rearrange seating positions near

students or personnel who can
help students in the classroom
and during school functions, and
help them focus their attention.
 Provide Distraction-free
Environment

Keep desks away from pencil

sharpeners, open doorways, and
windows to help reduce potentially
troublesome extraneous visual
and auditory stimulation.
Arrange desks so they face away from any
obvious distractions.

When needed, arrange for a special quite

space within your classroom.
 Adapt Instruction
Instructional procedures can be modified to facilitate
successful inclusion of students with disabilities.

The use of SCREAM variables:

S-tructure
C-larity
R-edundancy
E-nthusiasm
A-ppropriate Pace
M-aximized Engagement

It can help students with disabilities learn more

effectively in general education settings.
Vary Presentation Formats

Use verbal information, visual aids,

concrete manipulatives, field trips,
computers, chalkboards, overhead
projectors, audiotapes and videotapes
frequently.
 Question Students Frequently

Ask students to rephrase

information in their own words, to
ensure concepts are understood.

Allow sufficient time for students to

think after asking questions.
 Provide Clear Directions and
Acceptable Goals

Us short, succinct sentences, written copies of

assignments for parental review, and shorter,
more manageable assignment lengths.

Remind students often of long-term

assignments including due dates for completing
interval parts of the assignment or project.

Monitor students progress to ensure success.

 Teach Student How to Learn

Model effective learning and

metacognitive strategies when
presenting new information.

For example: Using Attention and

memory strategies
 This which include effective teaching, the teacher
plans and present variables that can help
students pay more attention in class.

Simple strategies for increasing attention include

asking students directly to try pay attention
better, or moving closer to the student who
struggle to attend.

Breaking activities into smaller segments,

alternating among various types of class
activities, allowing opportunities for movement,
using reinforcement, and teaching self-recording
may also help improve attending.
Breaking activities into smaller segments, alternating
among various types of class activities, allowing
opportunities for movement, using reinforcement, and
teaching self-recording may also help improve attending.
Using additional Strategies for teaching
metacognitive skills.

Meeting the preconditions for improving

memory may help many students
remember better. These preconditions
include promoting attention, motivation,
and positive attitudes.
 Teaching students metacognitive
awareness strategies help promote
better memory strategies for all
students.

Pictures
enhancing meaningfulness
using activities
providing sufficient practice
promoting active learning

These help promote better memory

strategies for all students with disabilities.
Using mnemonic strategies such as the keyword
method, the pegword method, and letter strategies
helps promote learning of unfamiliar content.

One is buns
two is shoe
three is tree
four is door
five is hive

six is sticks
seven is heaven
eight is gate
nine is vine
ten is hen
 Use Peer Tutors
Tutors can provide
assistance or additional
practice.
Conduct Periodic Reviews
Reviews of previously learned content
reinforce learning and illustrate how reviewing
can assist in learning new information.

Adapt Evaluation Procedures

This will help ensure that you are obtaining a
fair and accurate picture of what students with
learning disabilities know, and whether they
are meeting their objectives.
Group 2 :

Ivy Marie Bercal

Rose Adeleen Erispe
Ma. Sophie Eluzo
Hazel Mercurio