pt the way instruction is delivered to the learner.For example:Use different visual aids, plan more concrete examples, provide hands-on activities, place students in cooperative groups.Adapt the skill level, problem type, or the rules on how the learner may approach the work.For example:Allow the use of a calculator to figure math problem; simplify task directions; change rules to accommodate learner needs.Adapt how the student can respond to instruction.For example:Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands-on materialsParticipationAlternateSubstitute CurriculumAdapt the extent to which a learner is actively involved in the task.For example:In geography, have a student hold the globe, while others point out locations.Adapt the goals or outcome expectations while using the same materials.For example:In social studies, expect a student to be able to locate just the states while others learn to locate capitals as well.General educators can generate learning supports for students to provide enough assistance to help the learner but not too much support to promote learned helplessness by following these guidelines:1.Identify the subskill that is difficult for the youngster. 2.Based on direct observations, speculate why the student is having difficulty. 3.Identify competing stimuli or alternative choices that are confusing the youngster and interfering with the correct response. 4.Generate viable supports to help the student provide the correct response. 5.Gradually fade out the supports so the youngster no longer depends on it to guide and direct his/her response. When special needs children are included in regular classrooms, they have a better chance to formulate relationships with their peers in school, and therefore after school. There are some severe disabilities that total inclusion would probably not be the best answer to...
