EDC 601 Instructional Tech ASF SUNY

Abstract reasoning—the student may have difficulty understanding the context of subjects such as philosophy and logic, which require high level reasoning skills. Memory (long—term, short-term)-the student may have difficulty with the storing or recalling of information during short or long time periods.

Use captioned videos and know how to turn on the captioning feature. Although captioned videos are typically used for students who are deaf, they also help some students with learning disabilities and those for whom English is a second language, by ensuring content is presented visually and audibly. Give all students an opportunity to view a video multiple times (e.g., by making it available in a library or learning center, or on a website).

As the number of individuals being diagnosed with learning disabilities has increased, so have the understanding and utilization of academic and technological strategies

Spoken and written language—the student may have difficulty with spelling (e.g., mixing up letters) or with speaking (e.g., reversing words or phrases).

Design distance learning courses with accessibility in mind. For example, avoid real-time chat sessions, because not all students can type quickly or accurately enough to fully participate.

teacher reviews these questions and creates a lesson plan that addresses the areas of confusion

he teacher poses questions or give problems and students work collaboratively