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Chapter 16: Art, Music, PE, World Languages, Career/Tech by Mind Map: Chapter 16: Art, Music, PE, World
Languages, Career/Tech
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Chapter 16: Art, Music, PE, World Languages, Career/Tech

World Languages

Problems with whole-language approach

Rely on, good listening, phonemic awareness, auditory discrimination

Areas of difficulty for students with disabilities

Adapted procedures

Focus on phonemic patterns, explicitly teach sounds, Connect with orthography, spelling patterns of language

General adaptations

preferential seating

recording lectures

Give copies of notes

Enough practice and feedback

Adapt tests


Mnemonic strategies

Keep note cards

Peer tutoring to practice

Continuous review of old words


audio files

computer programs, allow students to record and listen to own voice


Adapted equipment for motor difficulties

special grips

larger paper

larger brushes/crayons

Focus on motor skills

Model fine and gross motor skills

Allow students to practice

Be safe

Establish rules for using materials

Enforce safe methods for handling scissors, etc.

Give students jobs for cleaning up

Prepare environment

Protect surfaces with plastic

Have students wear smocks

Store materials where they are accessible

Create partnerships among peers

Peer to help gather materials

Peer to remind about steps

Monitor pace of activities and instruction

time to acquire new concepts

time to break down steps (task analysis)

time for additional practice of skills

time to build toward more complexity

Give options

media, computer, crayon, sponge, etc.

examples, diverse artists

further study, advanced classes

connections to other subjects


Determine goals

Meet with special ed teacher

Allow enough time and practice

Physical adaptations

Grips for instruments

Larger tools

Secure instruments to floor or desk

Modify for special needs

Options instead of vocalizing, Tapping with hands or feet, Blinking eyes

Options instead of hearing, Feel vibrations

Options for visual impairments, Braille, Large print, Recorded music

Reading/memorizing tasks

Reduce reading required

Use mnemonics

Recognize talents

Perform in bands or choirs

Physical Education

Options for mobility

Develop motor skills

Communicate with nurse/therapist

Modify endurance required, Shorten distances, Decrease points to win, Allow balls to bounce/be held

Adapt equipment, Larger ball, Use aids for practicing, Tees for baseball, backstops, Velcro

Peer interactions

Buddy system, shoulder taps for hearing impaired, Describe action for vision impaired

Avoid having captain-selected teams

Options for representation

For hearing impairments, Line of vision, Demonstrate, not explain, Stand close, Use cues for listening

For visual impairments, Add sound to orient, Use guide rails, Describe clearly

Break into steps

Options for responding

Set appropriate goals

Work on part or whole skill

Allow practice and review

Modify tests

Recognize talent

Refer to adapted sports teams

Career/Technical Ed


Prepare for employment



family and consumer sciences





Perkins Act, 1984

states required to meet needs of people with disabilities, et al.

equal access




Prioritize objectives

Physically accessible

Plan for safety

Adapt reading materials

Procedural instruction

Time on task with teacher or tutor

Generalizable skills



Interpersonal skills

Reasoning skills