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Symptoms |
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Strategies |
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Works with head close to paper; tilts
head. |
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Request eye exam to rule out need for glasses. |
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Check pencil grip and position of hand/arm when
writing. |
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Has difficulty
locating words in the dictionary, index, etc. |
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Assign buddy to work with a servant's
heart. |
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Use elementary dictionary with large
type print. Teach dictionary location of word definition, etc. |
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Review alphabetizing words frequently. |
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May skip sections
of a test or omit parts of an assignment. |
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Encourage student to use his/her finger
or a marker to keep place. Use highlighter to emphasize. |
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Remind him/her to recheck; teacher
checks for omissions when test is turned in. |
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Lack of desire to complete worksheet
or workbook format. |
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Make clear, dark, uncluttered dittos.
(Limit decorations) |
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Type whenever possible. |
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Clearly denote. |
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Has difficulty in distinguishing
important parts on overhead transparencies. |
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Use pointer to indicate specifics. |
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Color code important areas. |
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Inaccurate copywork. |
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Have student sit near board. |
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Be sure teacher's handwriting is
large and well spaced. Any situation that could be visually
confusing, use one color for highlighting (yellow is suggested).
Use for emphasis not decoration. |
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Has trouble picking out specific
locations on a map. |
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Help student see part-whole
relationship through outlining, coloring, and cross hatching. |
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Provide simple maps with key
countries. |
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Use simple maps without visual
stimuli. |
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May appear flustered when trying to
focus on one item on a crowded page. |
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Structure space on math worksheets as
much as possible. |
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Create boxes which clearly delineate
the appropriate work area. |
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Has difficulty following directions on
a pencil-paper task where there is a lot of visual stimuli. |
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Put less on page. Give "bite size"
directions, avoid a long series of directions. |
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Habitually skips over lines of text and
written words on assignments. |
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Direct, one-on-one instruction pointing
out the students mistakes and the visual clues they have
overlooked. |
