Strategies that Support
education plan (IEP) for attention-deficit/hyperactivity disorder (ADHD)
requires classroom interventions that are based on general behavior principles.
The task duration for academic assignments should be brief and immediate
feedback on accuracy is essential. Direct instructions will allow students to
engage in a teacher-directed manner and not independent-seated activities and
there should also be instruction on note-taking strategies. Other programs may
include class-wide peer tutoring, provision of novel and highly-motivating material,
well-reinforced rules with frequent reinforcement, and productive physical
movement that will enhance their attention and engagement (Jenkins & Allen,
2017). Additionally, there is a need to allow the student to set their own pace
for the completion of the tasks.
To encourage engagement
of a learner with dyslexia, it is paramount to take into consideration
accommodations involving materials, interactive instructions, and student
performance. Some of the strategies a teacher can use may include the use of a
tape recorder, simplifying written directions, presenting a small amount of
work, blocking out extraneous stimuli, applying explicit teaching procedures
and mnemonics, and an emphasis on daily review. Moreover, an instructor should
utilize peer-mediated learning.
impaired students will require special attention and a teacher can apply
different instructional strategies. The use of appropriate mediums in the
classroom including braille, dual media, print, symbols, and objects can
promote literacy. Books and other tools should be provided in a more accessible
manner, reading aloud and applying stories and creating a literacy-rich
environment is crucial (Lattuca, Bergom, & Knight, 2014). For the student
with severe language development concerns there will be a need to utilize
augmentative and interactive communication systems that will ensure this non-verbal
student gains an efficient way to communicate. Other strategies may involve the
use of active listening and linguistic scaffolding techniques, incorporating
the student’s interests into speech, apply storybook sharing, asking open-ended
questions, and the use of computers in the classroom.
Modifying Instruction through
Concepts and Theories Related to Development
classroom composition is rapidly changing and the need for teachers to have a
more profound understanding of the diverse student population to help in the
provision of adequate instruction. By applying cognitive, linguistic,
emotional, physical, and social concepts and theories, it will be easier for
ADHD, dyslexia, visual impairment, and language disorder students to engage in
the math instructions and discussions. High standards should be maintained as
well as expectations for all the ethnically, linguistically, and culturally
diverse students. Next, it is essential to show care for all learners by
comprehending their individual needs and strengths along with making sure that
there is an emotional connection and a genuine interest in their concerns,
dreams, and hopes (Jensen, 2016). Active participation of parents and guardians
should be encouraged and having a dense social network can contribute
significantly to the provision of multiple alternatives for academic support.
Nevertheless, one will have to identify and dispel stereotypes, incorporating
various forms of assessment, establishing genuinely bilingual classrooms, use
cross-age and peer tutoring, and helping the students to build social capital.
Developmentally Appropriate Instruction
differentiated instruction in the classroom will be useful in the journey
towards catering to the interests, needs, strengths, and differences of each student.
The model of differentiated instruction is a strategy used in teaching and can
accommodate a variety of the learning profiles (Lattuca, Bergom, & Knight,
2014). Therefore, as an instructor, I will have to rethink the current structure
being used, enhancing the management and provision of content in the classroom
and inviting all the participants to remain engaged through the lesson and even
when carrying out co-curricular or physical activities. Differentiation is
guided by respectful tasks, flexible grouping and ongoing mediation. The
elements to modify include content, product, process, and environment. Reaching
the needs and expectations of all learners will compel the use of technology,
different questioning strategies, and homework, curriculum compacting, applying
problem-based learning, tiered centers and assignments and off-grade level
materials. Additionally, there is a need to ensure that students are given
sufficient opportunities to discuss the class and group procedures along with
acknowledgment of multiple intelligences.
Strategies for Motivation and
Acquisition of Knowledge
there needs to be a basic organization of the course design and teaching methodologies.
This step calls for explicit communication on what needs to be done to be
successful in attaining their goals. As an instructor, I will have to pay
attention to my behavior and show enthusiasm, avoid excessive competition,
communicate an expectation of success, and provide timely and constructive
feedback. From the intrinsic and extrinsic motivational theory, I will have to
make all lessons more enjoyable and foster connectedness within the class.
There needs to be a sense of accountability from the side of the teacher and
supporting students’ self-belief that any outcome can be achieved. Engaging the
targeted learners in the discussion regarding issues-on-hand will help in
attitudinal change (Jenkins & Allen, 2017). From the endowed progress
effect, one can argue that another essential strategy to enhance motivation and
acquisition of knowledge, provision of lots of scaffolding support at initial
stages of learning can have a positive impact.
Equitable Access to Appropriate
Digital Tools and Resources
is a need to encourage learners to utilize devices that work best for them
through strengthening the habit of free online tools. Integrating digital tools
into the culturally diverse curriculum is essential. Modeling and promoting habits
concerning mind and practice for students to become more competent as well as
responsible users of the technology. Additionally, there needs to be an
establishment of proper mechanisms for the system-wide management along with
coordination of assistive technology and sharing of new high-quality resources
among students and teachers (Jensen, 2016). Also, a tremendous mindset shift
from using the resources and tools for compliance to a focus on continuous
improvement and empowerment through personalized learning can facilitate
equitable accessibility of all necessary materials. Educators can help learners
access relevant online information, use technology to document their world, and
also engage in the simulations of real-world events, and build online learning portfolio
where students can catalog resources.
Jenkins, D., &
Allen, S. (2017). Aligning Instructional Strategies with Learning Outcomes and Leadership Competencies. New
Directions for Student Leadership, 43-58(156),
Jensen, M. (2016).
Instructional strategies for the active learning classroom: Part 3 of a 3-part series. HAPS Educator, 20(3),
Lattuca, L., Bergom, I.,
& Knight, D. (2014). Professional Development, Departmental Contexts, and Use of Instructional Strategies. Journal
of Engineering Education, 103(4), 549-572. http://dx.doi.org/10.1002/jee.20055