Organization
& Study Skills
Many
people with learning disabilities have difficulty with organizational tasks and
are sometimes thought of as lazy or careless.
They can really benefit from assistance with various aspects of
organizing. Their problems may be
evident in one or all of the following areas: poor time management, problems
with task management, and/or difficulty organizing their personal space. Organization and study skills are intended to
ultimately facilitate a person’s independence.
These skills are taught and learned through practice. Allow opportunities for trial and error so
learners can see which strategy works best for them. Remember to work with their strengths to bypass
disabilities or develop abilities in weaker areas.
|
ADJUST SETTING/ ENVIRONMENT §
Classroom §
Workplace |
ADAPT TASK TO BYPASS/ REDUCE IMPACT OF PROBLEM §
Classroom §
Workplace §
Personal Strategies |
ADAPT INSTRUCTION/ PRESENTATION OF INFORMATION §
Classroom §
Workplace |
MAKE ACCOMMODATIONS IN TESTING/PERFORMANCE §
Classroom §
Workplace |
||||||||||||||||||||||||
|
Classroom/Workplace
Strategies
·
Seat learner in area free of distractions ·
Use preferential seating ·
Allow the learner to select his/her seating ·
Help keep learner’s work area free of unnecessary
materials ·
Provide opportunities for movement ·
Help learner develop an organized space (notes on
one subject kept together, study supplies kept together, file folders for
organizing, etc.) Tools
·
Study carrel ·
Checklists ·
Earplugs ·
Fidget objects |
Classroom/Workplace
Strategies
·
Break work into smaller amounts ·
Allow learner to decide what task to do first,
second, third, etc. ·
Help learner set time goals for each task ·
Help learner develop a checklist for each step ·
Assign peer coaches ·
Help learner identify a study buddy Personal Strategies ·
Use mnemonic devices (see “Memory” for examples) ·
Use color code or visual cue to organize tasks ·
Work on one subject at a time Tools
·
Checklists ·
Assignment Notebook ·
Timer ·
Backpack, briefcase, or computer to keep track of
materials and assignments |
Classroom/Workplace
Study Skills Instruction
·
Outlining method
·
Two-column outlining method a.
Read the paragraph b.
Decide what the main idea is c.
Write main idea in the left-hand column d.
Write supporting ideas in the right-hand column
·
Mapping
Supporting
Sub-ideas ·
Herringbone method a.
Read the paragraph or chapter b.
Write the main idea along the spine or main line c.
Write answers to who, where, when, why, what, and
how questions along the angled lines
Why What How ·
5-step study method a.
Read – read material and read it more than once b.
Cover – cover material with your hand c.
Recite – say out loud what you have just read d.
Write – write down important parts in your own
words e.
Check – uncover material and check against your
written work Classroom/Workplace Strategies ·
Tape record lectures to review later ·
Help learner develop the habit of reviewing notes
before and after class ·
Help learner plan and organize time to complete
assigned work ·
Have learner summarize notes in own words; use
outlines, charts, or graphs ·
Provide topics and types of questions that will
appear on a test or exam ·
Allow learner to use headphones or earplugs to shut
out distractions ·
Demonstrate or model how a task should be done Tools ·
Earplugs ·
Fidget objects ·
Tape recorder |
Classroom/Workplace
Strategies
·
Seat learner in area free of distractions ·
Use preferential seating ·
Provide learner opportunities for movement ·
Allow extra time for testing ·
Provide topics and types of questions that will
appear on a test or exam Tools ·
Earplugs ·
Fidget objects Thinking
about test accommodations: Identify the purpose of each
test. You may consider accommodations to remove any obstacles to performance
that are not directly related to your testing objective. |
||||||||||||||||||||||||
