Give the gift of time whenever it is at all possible. Students with learning disabilities may require extra time to complete in-class and homework assignments as well as tests

Consider administering tests in alternative formats such as orally or on computer

Whenever appropriate, present material using graphic and/or sensory media

Combine both auditory and visual stimuli-- say it and write it on the board whenever possible

Have students use a word processor to whatever extent is possible. Because word processing makes rewriting and revising so much less laborious, its value is immeasurable for those students with fine-motor, sequencing, spelling and other language manipulation problems

Make it easy for students to ask for repetition; bear in mind that it is important to use the same language when you do repeat so that you do not change the construct and defeat the purpose of the repetition

Don't issue too many instructions at the same time. Break tasks down into their component parts and issue the instructions for each part one at a time

Allow time in advance for students to think about items to be covered in class. Provide plenty of pre-discussion, pre-writing, pre-reading lead time and other pre-teaching activities

Reduce the level of distraction in the room

Explicitly state the topic at hand and proceed in a structured, concrete manner; progress from the obvious to the concrete to the abstract; don't jump without warning from one topic to another

Frame material by relating it to past classroom or personal experience and highlighting new material

Whenever possible, cluster material so that it is organized by category

Conduct frequent notebook checks of students' work

Look for students' intra-individual balancing strengths (Levine, personal communication); recognize, praise and reinforce students' islands of competence (Brooks, personal communication)

Take an inventory of how students think they learn best. Have students make a chart similar to the one below of their strengths and challenges so that they, as well as you, can learn from their perceptions of how well they read, write, remember, listen, speak, attend and get ideas out (Michele Tissiere, personal communication)