ACCESS-ABILITY ACCESS-ABILITY_Vol1_Issue4 - Page 46

PROCESSING SPEED Provide an exem plar of what the finished project should look like. Break projects into manageable ch u n k s with separate due dates for each section. Use a color-coded calen dar to track the chunks. Structured, t w o-colu m n n ot es help students to keep up with auditory presentation of information. Gr aph ic Or gan izer s provide a framework for key facts during reading and before writing. Elim in at e t im ed dr ills and tasks. Provide reasonable addit ion al t im e for reading and writing assignments. Use some assistive technology! speech -t o-t ext is available on TextHelp for students who have slow written output. TextHelp can also be used to t ag an d an n ot at e text. The color -coded tags can be collected and organized by color/type and then transformed into vocabulary and concept quizzes. Speak slowly when giving directions and provide w r it t en dir ect ion s for longer tasks. Create pr edict able classr oom r ou t in es. The more learning and procedural routines are automatized, the more working memory space is available for following class content. Use ch eck list s as memory aids so students can follow along if they miss something. Use r u br ics so students can refer to the expected quality and content standards for an assignment or project. Avoid on -dem an d responding in large group settings. Instead, cu e students for possible questions or pr ovide a sign al for processing time: "What is ________? I am going to come back to you." High ligh t k ey f eat u r es of text, questions, d irections, or math problems to focus attention.