Giving Directions to Students with Disabilities
In the General Education Classroom
One of the most often reported problems students with IEPs have in participating in the general education classroom is their difficulty in following directions. The information below is provided to improve their abilities in this daily activity.
Before Giving Any Directions
Think about the following suggestions before giving directions to students.
1.Be sure you have all students’ attention. You can get their attention in many ways so find one that works for you.
2.However, consider allowing the class to select a new directions“clue” to be used each month. This gives them involvement and ownership in the process and is more effective in obtaining their attention.
3.Check to see that everyone has the necessary materials for recording directions such as paper, pencils, highlighters, etc.
4.Try not to scold anyone before giving directions. Embarrassment may prevent students from paying attention. Whether it is negative or positive attention from a teacher, the sample ripple affect exists. What is directed on one student usually affects other students either positively or negatively, even when they are not involved in the event.
5.Verbally recognize or reward sections of the class who are on task and paying attention for upcoming directions.
6.Number each direction, if more than one is necessary
Giving Oral Directions
1.Announce you are going to give directions and wait for student to focus on you.
2.Eliminate unnecessary words.
3.Speak in short and simple sentences.
4. Give as few as directions as possible and pause between each direction for student to process it. Remember, no matter how slow you speak or how long you pause, some students can only process one direction at a time and will always be lost when you have two or more directions or talk too fast.
5.Consider writing key word or terms on board of each direction as you give it. Keep key words on the board to allow students to read, copy or follow during the classroom activity or homework assignment.
6.Ask for student volunteer to repeat directions to ensure it was understood.
7.Have a method in place for students who do not understand the directions. Telling them to raise their hands if they don’t understand will often cause them embarrassment and, therefore, they will not raise their hand. Develop a more discrete method for students to communicate their need.
8.When repeating directions, restate them as much as possible in the same way each time. This is especially helpful for students who have auditory processing problems.
Providing Written Directions
1.Use as few written words as possible to accurately communicate.
2.When possible, provide an example of what is expected.
3.Read written directions orally and encourage students to highlight or underline key terms of directions.
4.If the assignment/activity is more than one page in length, the directions should be written on a separate card or piece of paper so it can be more easily read and followed by the student. Student s tend to become confused about directions when they have to flip back and fort h between directions and the page of work.
5. Be sure students understands all of the words in the directions and what each direction is requiring.