Full Description
This manual gives step by step activities and examples on using compensatory strategies for students with moderate to severe brain injuries in the classroom. Shows teachers how to select a compensatory system, how to teach students to use it, and how to monitor its effectiveness for the student. Includes practical guidelines that students, parents and teachers can follow with forms for selecting a system, monitoring homework, using the system, tracking schedules, and monitoring student notebook.
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Details
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| Item | COMP |
| ISBN# | 1-931117-10-1 |
| Pages | 40 pages, 7 x 8½, softcover |
| Year | 1999 |
Contents
About the Authors
Special Thanks
Introduction
Chapter 1 Selecting the Right System
Chapter 2 Preinstruction
Chapter 3 Instruction
Example of a Compensatory Strategy Instruction Lesson Plan
Chapter 4 Ongoing Monitoring
Conclusion
Resources
Worksheets and Forms
- Selecting a Compensatory Organizational System
- Homework Monitoring Form
- Tracking Form for Using Organizational System
- Schedule Tracking Form
- Student Notebook Monitoring Form
Excerpts
Introduction
The changes in organizational skills that result from brain injury can greatly affect a student’s success at school. While other students readily learn the organizational skills required at school, students with brain injuries often need extra help getting organized in the complex school environment.
As students enter middle, junior high and high school, organizational abilities become critical survival skills with the many changes in teachers, classes, schedules and activities.
The activities described in this manual are designed to help educators select a compensatory system, teach students how to use it, and monitor how well the system is working for the student. Effective use of a compensatory organizational system can have a tremendous impact on a student’s success at school. However, when not used effectively, it can lead to disappointment and frustration for students, parents and educators. This manual provides practical guidelines to help students with brain injuries use compensatory systems successfully. Carrying out the instructional approach described in this manual does not necessarily require extra time. It does require systematic careful thought. The partnership process outlined in this manual can also be used with other instructional areas for students with disabilities.
Chapter 1
Selecting the Right System
I don’t know where to start.
If he has a memory problem, how will he remember to use the system?
Some of this is just common sense. We have a tendency to make things too complicated and then wonder why students fail.
I don’t think I can help because I’m no expert in technology.
These are some of the frequent comments by educators as they try to figure out how to develop a compensatory system that will help a student with a brain injury who has difficulty with organization and memory.
Selecting the system
Identifying a system that meets your student’s needs takes planning and open communication with the student, teachers and family. The best way to determine what your student needs help with is to ask questions.
It is important that a system compensates for areas of difficulty while drawing on areas of strength.
Taking time to determine what the student needs will increase the likelihood that a system will be effective in increasing independence.
Examples of Compensatory Systems Social/Behavioral Skills
- Names and numbers of peers
- Lunch buddy schedule
- Managing School Assignments
- Lists to track class assignments
Checklists of materials needed for specific classes
- Notebook/backpack to organize school materials
- Navigating School Environment
- Schedule of classes
- List of room numbers for classes
- Combination for locker
Send to friend
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