Orthopedic Impairment (OI)
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Lesson Plans
From beginner basics to advanced strategies, our OI lesson plans are meant to help make sure your learners feel included and safe!
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Presentation Accommodation Examples
Technology integration: Including assistive technology tools such as speech-to-text software, text-to-speech programs, or interactive whiteboards.
Alternative formats: Providing materials in different formats such as large print, audio recordings, or digital text to accommodate students with visual impairments or reading difficulties.
Visual aids: Using visual aids such as charts, diagrams, or graphic organizers to illustrate concepts and enhance understanding for students who benefit from visual learning.
Multi-sensory Instruction: Incorporating hands-on activities, demonstrations, or manipulatives to engage students with diverse learning styles and preferences.
Assessment Accommodation Examples
Extended time: Allowing students extra time to complete assessments to accommodate processing speed issues, attention deficits, or other factors that may impact their ability to work quickly.
Flexible scheduling: Providing opportunities for students to take assessments at times of day when they are most alert and focused, which can support students with attention difficulties or medical conditions affecting energy levels.
Alternative formats: Offering assessments in alternative formats such as oral exams, projects, portfolios, or presentations to accommodate diverse learning styles and preferences.
Read-aloud: Allowing students to have assessment instructions, questions, or passages read aloud to them by a teacher or using assistive technology, which can support students with reading difficulties or visual impairments.
Scribe or scribing tools: Providing assistance with writing by allowing students to dictate their responses to a scribe or using speech-to-text technology, which can support students with physical disabilities or writing impairments.
Modified assignments: Modifying assessment tasks or questions to match students' individual needs and abilities, such as simplifying language, reducing the number of items, or providing additional scaffolding.
Timing Accommodation Examples
Extended time: Allowing students extra time to complete assignments, assessments, or tasks to accommodate processing speed issues, attention deficits, or other factors that may impact their ability to work quickly.
Flexible scheduling: Providing opportunities for students to complete tasks or assessments at times of day when they are most alert and focused, which can support students with attention difficulties or medical conditions affecting energy levels.
Variation in time: Providing options for students to choose the timing or duration of assignments or assessments, allowing them to work at their own pace and accommodate individual preferences or needs.
Changes in time of day: Offering flexibility in scheduling tasks or assessments to accommodate students' circadian rhythms or other factors affecting their alertness and productivity throughout the day.
Graphic organizers: Providing visual frameworks or templates to help students organize their thoughts and structure their responses, which can support students with executive functioning difficulties or organizational challenges, ultimately saving time during the completion of tasks.
Flexible deadlines: Allowing students to negotiate deadlines or submit assignments within a flexible timeframe, providing them with additional time as needed to complete tasks effectively.
Breaks: Short breaks during instructional activities or assessments to rest, refocus, or manage fatigue or attention difficulties. Breaks can help students recharge and maintain engagement and productivity throughout the learning process.
Response Accommodation Examples
Multiple choice options: Allowing students to choose from a list of possible answers rather than generating a response from scratch, which can be helpful for students with processing difficulties or expressive language challenges.
Verbal responses: Allowing students to respond orally instead of in written form, which can benefit students with writing difficulties, fine motor challenges, or language delays.
Dictation or scribing: Providing assistance with writing by allowing students to dictate their responses to a scribe or using speech-to-text technology, which can support students with physical disabilities or writing impairments.
Graphic organizers: Offering visual frameworks or templates to help students organize their thoughts and structure their responses, which can support students with executive functioning difficulties or organizational challenges.
Alternative assessment formats: Allowing students to demonstrate their understanding through alternative means such as presentations, projects, portfolios, or performances, which can accommodate diverse learning styles and preferences.
Extended response time: Providing additional time for students to complete assignments, assessments, or tasks, which can support students with processing speed issues, attention deficits, or language processing difficulties.
Adapted materials: Modifying assignments or assessments to match students' individual needs and abilities, such as simplifying language, reducing the number of items, or providing additional scaffolding.
Environment Accommodation Examples
Seating Arrangements:
> Arranging classroom furniture and materials to create clear pathways for students with mobility challenges, ensuring accessibility to learning materials and technology for students with physical disabilities.
> Flexible seating options also accommodate different learning styles and physical needs, such as standing desks, bean bag chairs, or stability balls.
Sensory Support:
> Providing noise-cancelling headphones or quiet areas for students sensitive to noise, adjusting lighting to reduce glare for students with visual sensitivities, or offering sensory tools like fidget toys to help students regulate their sensory input.
> Adjusting areas like lighting and temperature can also be a helpful support.
Transitions and Routines:
> Establishing consistent routines and providing visual supports such as schedules or timers to help students with transitions between activities or changes in the daily routine.
> Establishing consistent routines and providing visual supports such as schedules or timers to help students with transitions between activities or changes in the daily routine.
Positive Behavior Intervention System (PBIS)
Scroll down for more information and printable material!
What is PBIS?
The Center on PBIS describes the Positive Behavioral Interventions and Supports (PBIS) framework as a proactive approach to behavior management. It focuses on preventing behavioral issues by establishing clear expectations, teaching these behaviors, and consistently reinforcing them.
3 Tiers of PBIS
Tier 1: Universal Interventions (All): Interventions provided for all students. Intended to prevent behavioral challenges, and promote a positive setting.
Tier 2: Targeted Interventions (Some): Interventions intended for those who may need more support than Tier 1, but do not have as intensive needs as those in Tier 3. Those in Tier 2 may focus on areas such as social skills, self-management, academic support, and more.
Tier 3: Intensive Interventions (Few): Intervention support for those showing more significant, or dangerous, behaviors. This tier is more personalized and individualized, supporting those who may have developmental disabilities, autism, emotional and behavioral disorders, and more.
Take a look at our implementation guide to find examples of PBIS interventions within each Tier!
Tier 2: Targeted Interventions (Some): Interventions intended for those who may need more support than Tier 1, but do not have as intensive needs as those in Tier 3. Those in Tier 2 may focus on areas such as social skills, self-management, academic support, and more.
Tier 3: Intensive Interventions (Few): Intervention support for those showing more significant, or dangerous, behaviors. This tier is more personalized and individualized, supporting those who may have developmental disabilities, autism, emotional and behavioral disorders, and more.
Take a look at our implementation guide to find examples of PBIS interventions within each Tier!
Implementation Guides
For professional trainers and online educators.
More Resources
Look through this list of articles and websites to further your search for information related to PBIS!
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References: https://www.pbis.org, https://www.understood.org/en/articles/what-is-pbis
Visual Suports
Visual supports can be incredibly useful for paraeducators to help with effective management of classroom routines, help support student learning, and improve communication.
Explore some examples of the commonly used visual supports.
Explore some examples of the commonly used visual supports.
Visual Schedules
Visual schedules are tools that paraeducators can use to provide students with a clear, visual representation of their daily activities and routines. These schedules can use pictures, icons, or symbols to depict each task or event in sequence, helping students understand what to expect and when.
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Task Breakdown
Sample
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Behavior Charts
Behavior charts are an effective way to motivate students, monitor behavior, and create a positive and structured learning environment. These charts can include stickers, tokens, or other visual markers to represent progress and achievements. By clearly outlining expected behaviors and providing consistent feedback, behavior charts help students understand and meet behavioral expectations.
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Other Visual Supports
Choice Board
Can be used for break time, can make a snack choice board, activity choice board, stretching or break options, free time and more. Promotes independencce, and takes off the pressure of having to remember different options
Get Moving!
Stretching
Sample
Taking Breaks
Whether it is going outside
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