TEACHING STRATEGIES

By Sarah Wagner
EDU 205
INTELLECTUAL DISABILITY
1) Consistent positive reinforcement for correct response or a
learned new skill
2) Teach foundational skills before advancing to new material
3) Break down tasks into steps so as not to overwhelm
student
4) Repeat questions/instructions for understanding. Also use
simple sentences.
5) Use a hands-on approach and visuals to better grasp
concepts
6) Use mnemonic devices for memory retention
7) Give feedback on how they are doing
SPECIFIC LEARNING DISABILITY
1) Provide regular feedback
2) Use a direct, structured sequence of teaching
3) Clearly post and define expectations
4) Ask questions for clarification; questions such as how
does _____ work?
5) Verbalize instructions written on board or paper
6) Summarize lessons
7) Have student underline key words on activity sheets to
enhance memory
ADD/ADHD
1) Signal lessons with a timer and keep them brief
2) Use songs or rhymes to help student remember
information
3) Use eye contact to get attention
4) Keep lessons simple
5) Allow frequent breaks
6) Set up a cue, such as a tap on shoulder to remind
student to stay on task
7) Implement peer tutoring for one-on-one assistance
EMOTIONAL BEHAVIOR DISORDER
1) Establish rules and keep it simple
2) Start each day by going over schedule
3) Students can earn rewards for good behavior. Keep a
chart that marks progress of behavior
4) Ask student to identify positive behavior in peers
5) Break assignments into sections
6) Give clear examples of expectations
7) Use positive reinforcement
AUTISM
1) Provide a clear schedule. Remind student of any
changes beforehand, plus make continually reminders
throughout the day
2) Avoid using sarcasm/idioms
3) Allow frequent breaks. Tell student when a break is
coming up (well take a break in 10 mins)
4) Use positive reinforcement and reward preferred
behaviors
5) Dont overwhelm with choices; give 2 or 3
6) Have student repeat instruction for clarity
7) Give a wait time for responses
COMMUNICATION DISORDER
1) Paraphrase back to student what he/she said
2) Focus on students strengths
3) Speak directly to student
4) Use peer buddy system when appropriate
5) Speak clearly/model correct speech pattern
6) Encourage questions
7) Work at the students pace
BLINDNESS/LOW VISION

1) Provide tactile experiences

2) Use peer buddy for additional assistance
3) Allow time for response
4) Face student when speaking & speak clearly
5) Indicate when speaking to student, also when
entering and leaving the room
6) Explain lessons and activities in detail
7) Use auditory signals for change in schedule
(e.g clap when time to line up)
DEAFNESS/HARD OF HEARING

1) Use question-asking strategies to think through

problems
2) Pre-teach vocabulary
3) Ensure any signs used are consistent with those used
at home
4) Speak directly to student, not interpreter
5) Make sure only one person speaks at a time during
discussion
6) Encourage group participation
7) Check that student is following along/understanding
SEVERE DISABILITIES
1) Keep instruction simple
2) Give enough time for a response
3) Check for understanding
4) Shift activities between easy and more difficult
5) Involve student in class activities (e.g. student can be
materials giver)
6) Teach essential life skills (using fork etc)
7) Allow student to try a task on their own first before
doing it for them
PHYSICAL DISABILITIES
1) Encourage group activities
2) Use strengths of student to incite learning
3) Give frequent one-on-one time
4) Give continually praise
5) Incorporate interests into lesson such as music
6) Peer buddy may be needed for certain tasks
7) Include student in discussions
GIFTED & TALENTED
1) Create an independent project activity
2) Challenge them with a competition or long term goal
3) Allow them to discover information on their own
4) Teach student to pace learning
5) Find and work on weaknesses, such as organization
6) Have student keep track on own progress
7) Dont rely solely on memory, use logic