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Symptoms |
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Strategies |
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May be clumsy in movements. Gets into frequent fights for pushing or shoving, yet claims innocence. Didn't see other children in time to avoid making bodily contact with them. |
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Avoid potentially humiliating competition. |
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Allow this student to be score keeper,
etc. |
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Use non-competitive activities for P.E. |
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Struggles with directionality concepts.
Confuses left and right.
Has trouble with map work. |
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Play games involving left and right
sides of body, i.e., Simon Says, Hokey Pokey,
Angels-in-the-Snow. |
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Cues: Extending thumb and index finger of left hand creates
letter L. |
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Combines cursive and printing in same assignment. Difficulty with spacing of words.
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May need to use computers for written assignments. |
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Copy of cursive alphabet at desk for quick, easy referral. |
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Uses mirror writing. |
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Make use of aide to work with student as often as possible. |
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Incorporate cursive writing as soon as possible. |
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Doesn't start and stop at margins; crowds words at end of line or leaves too much space.
May not write on line. |
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Have student use width of finger as
quick guide to begin paragraphs; can also be used at end of
line. |
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Draw lines for student if none are
present; help student see where to begin headings, etc. in order
to allow for margins. |
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Draw a model of what you expect of
student. |
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Misforms letters of similar
configuration (i.e., quit-guit, false-jalse, size sixe). |
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Use color coding to aid in
directionality. |
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Use a multisensory approach when
appropriate. |
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Loses place while reading, uses finger. |
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Allow student to use a marker above the
line. |
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Has trouble spacing numbers in math;
lining up columns; calculations may overlap. |
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Have student turn paper horizontally to
make use of vertical lines or use graph paper. |
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Has difficulty organizing problems on
paper. |
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Box off the page in the most
appropriate way, explaining the reason for the structure;
require student to follow your example (eventually wean away
from boxes). |
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Seems to be confused in finding his/her
way around familiar places. |
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Have student verbalize the directions
before leaving. |
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Assist student in drawing a map to
follow. |
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Plan activities involving directions
such as treasure hunts, hypothetical trips, etc. |
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Share ideas with parents. |
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Uses either hand at random. |
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Encourage use of dominant hand. |
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Give directions such as, "With your
right hand, please pick up..." |
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Displays poor coordination. |
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Place student's desk in an area where
there will be easy access to the door, board, trash can, etc. |
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Encourage class to carry books in a
book bag. |
