shment.+ Use physical proximity and touch. Use earphones and/or study carrels, quiet place, or preferential seating. 14. Frequent messiness or sloppiness. + Teach organizational skills. Be sure student has daily, weekly and/or monthly assignment sheets; list of materials needed daily; and consistent format for papers. Have a consistent way for students to turn in and receive back papers; reduce distractions.+ Give reward points for notebook checks and proper paper format.+ Provide clear copies of worksheets and handouts and consistent format for worksheets.+ Establish a daily routine, provide models for what you want the student to do.+ Arrange for a peer who will help him with organization.+ Assist student to keep materials in a specific place (e.g. pencils and pens in pouch).+ Be willing to repeat expectations. 15. Poor handwriting (often mixing cursive with manuscript and capitals with low-case letters) + Allow for a scribe and grade for content, not handwriting. Allow for use of computer or typewriter.+ Consider alternative methods for student response (e.g. tape recorder, oral reports, etc.).+ Don’t penalize student for mixing cursive and manuscript (accept any method of production).+ Use pencil with rubber grip. 16. Difficulty with fluency in handwriting e.g. good letter/word production but very slow and laborious. + Allow for shorter assignments (quality vs. quantity).+ Allow alternate method of production (computer, scribe, oral presentation, etc.).+ Use pencil with rubber grip. 17. Poorly developed study skills + Teach study skills specific to the subject area - organization (e.g. assignment calendar), textbook reading, notetaking (finding main idea / detail, mapping, outlining), skimming, summarizing). --------------------------------------------------------------------------------18. Poor self-monitoring (careless errors in spelling, arithmetic, reading) + Teach specific methods of self-monitoring (e.g. stop-look-listen...
