Instruction for Children with Special Needs

Guided Note Taking
Situation: 

I have a student who sits in class and never seems to be paying attention. He doesn’t take notes during the lesson and when test time rolls around; he seems unprepared and ends up doing poorly on the exam. How can I help him follow along with the lesson in class?

Ticket Out the Door
Situation: 

I am a Learning Support teacher and I am looking for some ideas to share with a Regular Education Science teacher to check if our shared students with disabilities are grasping the key concepts in his class. Sometimes when I review with them they have no idea of what was discussed!

Beginning Scissoring Skills with a Mural
Situation: 

My child is in kindergarten and doesn’t like to cut. She just becomes frustrated. What can we do at home to help her become more skilled and to like cutting. Everything is cutting in kindergarten!

Classroom Quick & Easy Social Skills Instruction
Situation: 

I have a student with Asperger Syndrome in my regular education classroom. So many workshops indicate we should be teaching social skills in the environment. There is so little time during the day. What is a quick and doable way to provide social skills instruction in the crunched time we have?

Physical Prompting “Think Abouts”
Situation: 

I am using a prompt hierarchy from most to least with a student to teach eating with a spoon. But whenever I do hand-over-hand he jerks his hand away – how can I teach him?

Focus Forms
Situation: 

I have some students who have a difficult time attending during longer teacher/student discussions. They are playing with items in their desks, talking to other students, doodling, or looking around. What can I do to help them focus longer on the topic at hand?

Subtle Math Fact Learning
Situation: 

I have a student with Autism Spectrum Disorder. He has difficulty with his math facts but refuses to ‘be taught’. He likes to be ‘in charge’. He gets frustrated with his math and wants to know the answers but refuses to sit in a math group or even individually when I am teaching methods for learning the facts. He also loves creating power points in Language Arts. He will insert his favorite character in each one as an image. But what can I do for this student in math?

Group Steps & Options
Situation: 

I have a student who has difficulty working in groups. He either moves away, tries to work alone or he is giving “orders” to everyone. Inevitably the group falls apart with arguments or work uncompleted. How can I help this student work positively in groups?

Keep it Relevant
Situation: 

I lose many of my students during instructional time that is teacher directed and includes longer time spans of discussion and lecture. How can I hold the attention of my students who may have a diagnosis of Autism Spectrum Disorders, or Attention Deficit Hyperactivity Disorder, or students with a Learning Disability?

Modifying Open-Ended Questions: Concrete Models
Situation: 

I teach a gifted class and have a student on the Autism Spectrum. We work on many creative and imaginative projects that have Open Ended Questions or Abstract Prompts. My student has great difficulty getting started on these projects and doesn’t seem to understand how to begin. What can I do to help her?