inclusion_down_syndrome

inclusion_down_syndrome - Limit amount of verbal...

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DSP training Inclusion of students with Down Syndrome Characteristic Strategies Speech and language impairment Give short-simple instructions. Return to give instructions for next tasks, rather than giving them all at once. Don’t be afraid to ask student to repeat themselves. Some students may have delayed hearing, and may take longer to respond. Ask open questions. Shorter concentration span Build a range of short, focused and clearly defined tasks into the lesson. Vary level of demand for each task. Vary type of support. Use peers to keep people on task. Limited short-term memory Reinforce learning- repetitive tasks to remember key points.
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Unformatted text preview: Limit amount of verbal instructions at any one time. Allow time for student to process and respond. Visual learners Provide visual prompts for key concepts. Avoid listening tasks, if possible. Visual impairment Seat student near front of the class. Use larger type. Use simple and clear presentation. Hearing impairment Speak directly to student, addressing them by their name first. Seat student near front of the class. Reinforce speech with visual back up- pictures etc. Emphasise key words....
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This note was uploaded on 11/22/2011 for the course EL ED 452 taught by Professor Brothersmith during the Fall '11 term at BYU.

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inclusion_down_syndrome - Limit amount of verbal...

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