More IEP Strategies for September 2001

-------- often interprets language in literal ways and may not understand multiple meanings of words or more inferential expressions. Instructions and new concept need to be presented in simple and systematic way. If there are multiple components of concept, break them down and present them to her in a step-by-step manner.

-------- learns best through repetition and memory. Rather than teaching her conceptually, she needs to learn the rules and steps. Explain processes in a linear sequential format which she can memorize For example, in written language she should use a specific formula for writing a first, middle and last sentence in a paragraph. In math she should learn a problem-solving model which she uses each time. It would be helpful for her to have study guides with clear notes about exactly what she needs to know for tests.

Because of the significant visual-spatial and spatial integration deficits, she will learn best when material is present on papers which are no visually confusing. She needs to learn to fold her paper or cover everything except what she is working on. Work-sheets, tests, and quizzes may need to be enlarged so they may require lines drawn between questions in a contrasting color in order to make them visually easier to mage. -------- will have difficulty gaining meaningful information from visual aids such as charts, graphs, maps, diagrams etc.

-------- does best with routine and structure. It will help her to keep her day as routine as possible, minimize the number of transitions and give her warning about unexpected events.

Preview any new concept being presented and make links for her with familiar material. -------- has difficulty generalizing from previously learned material and may not see the big picture. She may not recognize material which she has learned in one way if it is presented on a test in a different format.

Allow use of a Franklin dictionary or speller and calculator if necessary.

-------- may become easily flooded and overwhelmed. It is important to monitor the volume of work assigned to her. Modified homework assignments may be necessary, using mastery of concepts as a criteria. The amount of written work needs to be monitored since --------'s grapho motor skills are weak and she may tire. Communication with the parents is important in order to find out how -------- is handling her workload at home.

Continue to encourage -------- to talk herself through tasks. Stating "the rules" for academic tasks, such as writing a paragraph.

Provide praise and encouragement. Provide immediate feedback and monitor for success.


The above strategies have been implemented and these we are trying to get added:

This next paragraph might not read well for most:

While her current grades have been good math is still an area of risk for her because of the spatial elements. It is important to teach her the steps in sequence for problem solving

Because so many aspects of non-verbal learning disabilities emerge as the demand for abstraction and complexity in language increases, it would be helpful to teach her a reading comprehension strategy as early as possible. SQ-3R, or any other similar strategy would work. She needs to have a question in mind when she begins to read, particularly because she has difficulty with overriding concepts.