Video part 1

video part 2

World Autism Day April 2, 2009

April 2nd is Autism Awareness Day

April 2nd 2008

Students with deficits in memory

Definition of memory 

Memory is divided into three systems: short-term, active working, and long-term.

Short-term Memory

            Short-term memory has a very limited capacity only small amounts of information can be held in short-term memory.  As information first enters the short-term memory system it is only there for a brief time. During this brief time decisions are made as to what to do with the information.  The memory may be used right away, moved to another memory system for storage or forgotten.

Active working Memory

            The second system of memory is active working memory information is suspended while it is manipulated- or used in some way.  Ideas or parts of tasks are temporarily held together in active working memory while being further developed or used during an activity.  Active working memory can hold more information for a longer duration than short-term memory.

Long-Term Memory

            The third memory system is called long-term memory.  This is the permanent storage system for information and skills that may be needed later.  Long-term memory is an elaborate storage process with a theoretically endless capacity.

Strategies

1. Research says that if you present material in more than one format; (auditory, visual, and experiential modes), students will be able to store information in more than one of the memory systems.
2. Provide photocopies or text that can be marked for children who tend to forget important information after reading.  Highlighting, underlining or circling key words as a student reads will help place information into active memory.
3. Review material, have children repeat new information several times before attempting to recall additional information from long-term memory. Having a study pal who can work with a child to help him recall information like spelling words learned earlier in the week.
4. Encourage children to reread important information and take notes. They may want to write down or keep notes on a graphic organizer. Organizers will help put information into categories. By sorting information into columns or graphic organizers students use visualization to recall the information.
5. Help students identify important information, patterns and rules. Be explicit about when important information is coming up. “What’s the pattern here”, “This one should be remembered or put into your rule book”. Summarize important points by having students recall what they have learned and correct any misinformation.
6. Have students create a check list before studying for test or undertaking activities which require a lot of memory. Only complete one step at a time and check off each stage in a multi-step task as they complete it.

Teaching Techniques

Teacher circulates around the classroom, Repeat instructions, Check for understanding, List assignments and/or instructions on the board, Use visual aids in giving instructions, Teach study skills, Limit number of oral instructions, Vary voice volume as required, Use eye contact, Use close proximity, Reduce visual/hearing stimulation,

Enviornments

Change seating, Reduce distractions, Change groups, Create more physical space, Special Study area,  Consider physical health problems

Assignments

Simplify (quantity or level),  Shorten, Buddy system, Alternative assignment, Extended time, Copy of written assignment, Study sheet, Allow verbal response,  Enlarge Text,  Mark correct answers not mistakes.

Materials

Use manipulatives, Use task cards, Diagnostic tools, Learning Games, Computer,  Calculator, Special Paper

Testing

Open book, Open notes, Record answers, Extra time, Read test, Alternate location, Shorten and Simplify, Adapt assessment

To read more information reguarding the new programs see:

 http://www.ctc.ca.gov/commission/agendas/2008-

12/2008-12-3B.pdf