1.Make sure you have facial contact with the child when communicating with him.
2.Allow sufficient time for the child to process and respond to the given task. Remember to give one step at a time.
3.Give multiple forms of instructions, i.e., visual, auditory, written (charts), tactile.
4.Make sure your child sits in the most advantageous seat in the classroom, i.e., if the teacher talks with her back to the child, poor instructions will take place.
5.Alert the child to important information, i.e., “This is important. Please listen carefully.”
Visual and Visual Motor
1.Make a window in a cardboard and have the child track words through this window.
2.Allow the child to point to the words.
3.Underline important concepts.
4.For directionality, use green line to start on the left side and a red dot to stop on the right side.
5.Visual sensitivity may work well with yellow paper.
6.Encourage the child to memorize and recite the material.
7.Have realistic expectations of the child’s handwriting and neatness and do not demand speed. Consider a note taker for the older child.
8.Ask for alternative test methods for the child, i.e., having the student answering orally, highlighting instead of writing answers.
9.Limit copying from the board.
1.Provide structure as best as possible within your family. Structuring the entire family along with your LD/ADHD child will provide the child with the guidance he needs. An example: arise at 7 a.m., dress by 7:15 a.m., bed made by 7:30 a.m., teeth and hair done by 7:40 a.m., breakfast done by 8:00 a.m., and out the door by 8:05 a.m. for the bus at 8:15 a.m. Book bags, homework from the night before should be by the front door.
2.Do not allow your child to gain control of any situation. You are to structure the tasks. If he throws a “fit” when given responsibilities (for age), then he should be told, “When you are finished you may start with your responsibilities.”
3.List jobs appropriate for age. Start with short work periods, i.e., 10-20 minutes in length. Increase the time as his/her interest grows. Compliment on the job done. Try very hard not to redo it. If the bed is not made the way you would have done it, then he did it the way he knew best. Turn it into a teaching lesson and say, “I like the way you tried your best to make your bed, especially how you pulled the bed spread up and tucked it in.”
4.Color-code drawers and hangers in his room. For example, red hangers for shirts, drawers with the red dot for underwear. Then make a chart so they can follow the colors and hang it on his wall.
5.Put a chart with words and pictures in the bathroom for times and chores. An example would be brushing his teeth with toothpaste (be explicit) at 7:30.
6.Always be prepared to redirect the child. Never take for granted that the child remembers, but try not to hang over him while he is doing the responsibility. Present the task in short directions and have the child repeat them.
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This week in class
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- March 26, 2018 :
Spring Break Begins!
Dos and Don'ts when using social networks
Seven Habits of Successful Readers
Action Verbs for Kids | Language Arts Video Lesson
Multiplication tables 2 to 10 | Multiplication songs
Plot Elements Introduction
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