- Grapho-Phonic strategies (visual/auditory) including letter/sound knowledge, phonemic awareness, decoding - Visual strategies including word recognition and visual memory for words - Auditory strategies including language structure at the word, sentence, and text level - Fluency strategies -Direct Braille code instruction - Direct Instruction in functions and use of portable note taking device ( i.e. BrailleNote, Voice Note, Braille' N Speak, etc) - Direct instruction on functions and use of low vision devices (Assistive Technology for near and distance viewing) - Direct Instruction in accessing alternate formats and associated technology - Meaning strategies including word means and associations and precision in word usage - Instruction in identifying and pronouncing words and reading fluently orally includes: - using conent clues - visual word recognition strategies including environmental print - word analysis strategies such as prefixes, suffixes, compound words and word derivations - text management strategies such as rereading/reading ahead, deep reading, skimming/scanning - decoding strategies such as identifying word families, chunking, point and slide, looking for known words inside words - cross-check across systems (does the word make sense, sound like language, do the letters match the sounds) or ask another reader
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
- Graphic organizers - Prompting and cueing - Recorded materials - Alternative electronic/digitized materials - Oral/visual presentation of materials above independent reading level - Extended time - Large Print (specified font size) - Highlighted material - Color overlays for reading/glare reduction (specified color) - Direct/indirect lighting - Photocopied materials on a preferred color - Tracking guides - Typoscopes - Braille - Braille' N Speak - Refreshable Braille - Type' N Speak - Manipulatives (i.e. letter tiles, flash cards, etc) - Access to technology (i.e. computer, software, voice-to-text software, etc) - Limit visual clutter/stimuli - Slantboard/stand - use of black marker only on whiteboard - Talking books - Screen Enlargement software - magnifier - Monocular/Binocular - Color Overlays for reading/glare reduction (specify color) - Copy of notes written on the board - Regular text along with large print texts for colored illustrations and maps
Sources:
Adapted from IEP and Lesson Plan Development Handbook, Kentucky Special Education Cooperatives, Revised 2010 Curriculum and Instruction 8.2