Presentation of Materials

Strategy	Learning Style/Strategy Type	Disabilities	Accommodation?	Modification?	AT Required?	If So, What Type?
Tape Recorded Lectures	Visual, Auditory	AU, EBD, LD	Yes	No	Yes	Tape Recorder
Mnemonic Devices	Visual, Auditory	EBD, LD	No	No	No	N/A
Provide an Outline of Materials	Visual	AU, EBD, LD	Yes	No	No	N/A
Use of Manipulative Items	Visual, Tactile	AU, EBD, LD	Yes	No	No	N/A
Highlight Materials	Visual	AU, EBD, LD	Yes	No	No	N/A
Use of a Word Processor	Visual, Tactile	AU, EBD, LD	Yes	No	Yes	Computer/Word Processor
Use of Illustrations in Note-Taking	Visual, Tactile	AU, EBD, LD	No	No	No	N/A
Use Note cards to Organize Information	Visual, Tactile, Kinesthetic	AU, EBD, LD	No	No	No	N/A
Use of a Dry Erase Board for Writing	Visual, Tactile	AU, EBD, LD	Yes	No	No	N/A
Use of Alternative Writing Utensil	Visual, Tactile	AU, EBD, LD	Yes	No	Yes	Colored Pencils, Pens, Etc.
Use the Overhead to Display an Outline/Map, etc.	Visual	AU, EBD, LD	Yes	No	Yes	Computer or Opaque Projector
Use an Assignment Notebook	Visual, Tactile	AU, EBD, LD	Yes	No	No	N/A
Color-Code Books, Materials, Assignments, etc.	Visual	AU, EBD, LD	Yes	No	No	N/A
Fill-in-the-blank Note-taking	Visual, Tactile	AU, EBD, LD	Yes	No	No	N/A
Use of Visualization	Visual	EBD, LD	No	No	No	N/A
Draw Lines around the Configuration of Printed Material	Visual, Tactile	AU, EBD, LD	No	No	No	N/A
Use of Graphic Organizers	Visual	AU, EBD, LD	No	No	No	N/A
Give Verbal Directions; Have Student Relay them Back	Auditory	LD	No	No	No	N/A
Give Directions Verbally and in Writing	Visual, Auditory	LD, AU, EBD	Yes	No	No	N/A
Read Material to the Student	Auditory	LD, AU, EBD	Yes	No	No	A text reader could be used (Kurzweil 3000)
Provide a Scribe for Written Assignments/Tests	Tactile	LD, AU, EBD	Yes	No	No	N/A
Provide Additional Time to Process/Write Assignments	Tactile	LD, AU, EBD	Yes	No	No	N/A
Reduce the Number of Items per Line/Page	Visual	LD, AU, EBD	Yes	No	No	N/A
Allow Verbal Responses	N/A	LD, AU, EBD	Yes	No	No	N/A
Allow for Frequent Breaks	Kinesthetic	LD, AU, EBD	Yes	No	No	N/A
Allow Extended Time	N/A	LD, AU, EBD	Yes	No	No	N/A
Administer the Test in Small Group Settings	N/A	LD, AU, EBD	Yes	No	No	N/A
Provide Focus Prompts ("Ready?")	Auditory	LD, AU, EBD	Yes	No	No	N/A
Peer Note Taker	Tactile	LD, AU, EBD	Yes	No	No	N/A
Alter Printed Material (colored type, large text, etc.)	Visual	LD, AU, EBD	Yes	No	No	N/A
Allow the use of Graph or Wide Ruled Paper	Visual, Tactile	LD, AU, EBD	Yes	No	No	N/A
Allow Tape/Video Recorded Assignments	Tactile, Kinesthetic	LD, AU, EBD	Yes	No	No	N/A
Use a Study Carrel	N/A	EBD, LD	No	No	No	N/A
Use of Role Play to Teach Appropriate Skills/Behaviors	Visual, Kinesthetic	EBD, LD, AU	No	No	No	N/A
Allow Student to Visit the "calm-down corner"	N/A	EBD, LD, AU	Yes	No	No	N/A
Use and/or Encourage Relaxation Techniques Between Assignments	N/A	EBD, LD, AU	Yes	No	No	N/A
Provide Free-Time or other Reinforcement for Compliance	N/A	EBD, LD, AU	Yes	No	No	N/A
Create a Behavior Contract w/ the Student to Outline Expectations	N/A	EBD, LD, AU	Yes	No	No	N/A
Use Planned Ignoring	N/A	EBD, AU	No	No	No	N/A
Use Planned Signals	Visual, Kinesthetic	EBD, AU	No	No	No	N/A
Use of Peer Tutors	Visual	EBD, AU, LD	Yes	No	No	N/A
Use Visual Reminders/Visual Schedule	Visual	EBD, AU	Yes	No	No	N/A
Token-Economy Behavior System	N/A	EBD, AU, LD	No	No	No	N/A
Teacher/Student Mentor	Visual, Kinesthetic	EBD	No	No	No	N/A
Monitor and Avoid Situations that could Evoke Inappropirate Behaviors	N/A	EBD, AU	Yes	No	No	N/A
Give Frequent Feedback for both Positive and Negative Behaviors	N/A	EBD	Yes	No	No	N/A
Teach/Encourage Self-Talk	N/A	EBD, AU	No	No	No	N/A
Use of PECS	Visual	AU	Yes	Yes	Yes	Visual Pictures using Boardmaker, etc.
Social Stories/Comic Strip Conversations	Visual	AU	No	No	No	N/A
Pre-teach / pre-tell about concepts/activities/events	N/A	AU	Yes	No	No	N/A
Allow Student to Illustrate Concepts	Visual, Tactile	AU, LD	Yes	No	No	N/A
Use of Primary Reinforcement (food items, etc.) as rewards	N/A	AU	No	No	No	N/A
Label Classroom Objects	Visual	AU	Yes	No	No	N/A
Provide Opportunities for Choice (math or science?)	N/A	AU	Yes	No	No	N/A
Use "First, Then" statements	N/A	AU	No	No	No	N/A
Breakdown directions to one step at a time	Auditory	AU	Yes	No	No	N/A
Highlight Each Step of Directions/Assignments in different colors	Visual	AU, LD	Yes	No	No	N/A
Break Tasks into independent steps (task analysis)	N/A	AU, LD	Yes	Yes	No	N/A
Use Discrete Trials	Visual	AU	Yes	Yes	No	N/A
Provide a Customized Visual Schedule	Visual	AU	Yes	No	No	N/A
Reduce Sensory Distractions: dim lights, provide ear plugs, etc.	N/A	AU	Yes	No	No	N/A
Directly Instruct Social Social Skills	Visual	AU	No	No	No	N/A