• Detect underlying skill deficits, such as difficulty with directions.
• Overview books, chapters and sections with students.
• Vary rates and sophistication of presentation.
• Encourage reading with a pencil, underlining, highlighting, color coding, and making notes in margins.
• Emphasize cognitive strategies over rote memory to teach facts, and help students differentiate what must be memorized from what can be figured out.
• Don’t over rely on memory, but emphasize logic.
• Encourage frequent self-testing using flash cards, tapes, etc.
• Provide clear, sequenced review sheets for tests with adequate spacing and clarity.
• Emphasize higher-level thinking skills, such as problem-solving skills and divergent thinking.
• Encourage students to work through a concept to discover the process, details, and deeper understanding.
• Allow student to pace learning.
• Provide access to enrichment, challenge, and rigor.
• Provide exposure to above-grade-level content in mathematics, reading/language arts, science, or social studies, depending on student’s strengths.
• Consider having student temporarily join a giftedness program and monitor performance.
• Use curriculum compacting, activity enrichment, or acceleration to the next grade level.
• When using compacting, conduct pre and post testing to adjust pacing.
• After direct instruction with a group, assign a specific number of practice problems.
• Use skill and strategy instruction and integrate and embed into high-level instruction for a comprehensive approach.
• Use a multisensory approach to instruction.
• Focus on whole-to-part instruction and concepts vs. memorization of isolated facts.
• Use advance organizers, preview instructional units, and concept maps.
• Teach details in context.
• Use mnemonics, visual imagery, visual/verbal cues and prompts, notes, outlines, formula cards, “cheat sheets”, picture vocabulary, and word banks.
• Use open-ended assignments, and allow students to choose or change the product to best illustrate and facilitate understanding of material.
• Use independent study activities, in which students choose a concept they want to study and the teacher facilitates the goals and organization of the content.
• Create learning centers for students to use, which allow students to share special interests with others while learning more about other subjects. 
• Use brainstorming techniques to develop thinking processes and ability to solve problems.
• Use tiered lessons and multi-leveled activities, such as tic-tac-toe boards, learning cubes, etc.
• Facilitate discussion of students’ progress of material and ability to articulate their reasoning or conclusion to a problem or question.
• Incorporate cognitive challenges through use of Bloom's Taxonomy of Cognitive Processes.
• Use products that are real and relevant to the student whenever possible.
• Use conferencing to allow student to negotiate, review, and discuss work.
• Create multi-media products, such as dioramas, illustrations, speeches, centers, reports, movies, puppet shows, and plays.
• Allow reasonable and purposeful movement, including flexibility to work standing up.

Math

• Reduce quantity of problems.
• Provide adequate space and graph paper.
• Read aloud word problems.
• Use calculators and charts.
• Use visuals, posters, reference sheets, and formula cards.
• Use 3-D models and adaptive tools to address fine motor difficulties.
• Useverbal elaboration and dictation.
• Teach use of symbols and pictures.

Reading

• Avoid asking for oral reading, and provide quiet place to read.
• Use context clues for decoding and / or vocabulary.
• Encourage use of tape recorders for both note-taking and listening comprehension.
• Use recorded textbooks, movies, or videos.
• Allow movement while reading and listening.
• Pair delivery of visual and auditory information.
• Arrange collaborative learning through peer partners or groups.
• Provide adequate time for completion of reading assignment.
• Highlight critical information and preview vocabulary (provide in advance).
• Preview content to activate prior knowledge, and provide summaries.
• Use read aloud software and partner reading.
• Chunk assignments and reduce workload.
• Provide structure for note-taking.
• Use in-class read aloud.
• Provide external representations (e.g. graphic organizers, story maps).

Writing

• Provide copies of notes, graphic organizers, outlines to complete, picture notes, and main ideas.
• Use verbal rehearsal.
• Give answers to a worksheet or homework in both visual and auditory forms.
• Provide extra time, reduce workload, and grade for content.
• Use verbal elaboration and provide outlines.
• Have a verbal prewriting conference.
• Provide quiet area to work, and use frequent checks.
• Use task analysis, checklists, rubrics, and examples of model papers.
• Ensure adequate space to write or attach extra paper.
• Reduce visual clutter, fold in half, and assign fewer problems / questions.
• If there are fine motor difficulties, provide an enlarged writing template / outline.
• Provide computer, electronic spellers, or dictation to scribe devices.
• Consider alternatives to writing for demonstrating content knowledge.
• Use an individualized system for spelling, so there is a focus on building vocabulary.

Organization

• Use planning books and calendars, homework websites, homework buddy, frequent progress reports, digital recorders, and daily check-in.
• Give daily help with maintenance of notebook and model notebook organization requirements often.
• Use contracts for goal-setting, time-management and pacing of projects and papers.
• Use task analysis and mini-deadlines.
• Label papers, and have a folder, tray, or section for all papers.
• Prompt student to submit work, and implement a clear routine for submitting work.
• Reduce workload or provide extended time.
• Keep assignments visible and accessible (ongoing list of assignments and due dates).
• Use color coding and accordion files.
• Provide time to file things and to clean out (have a place for “old stuff”).
• Have supplies ready, such as copies of texts for home and class.
• Provide study guides and outlines.
• Assign test preparation tasks such as the development of flashcards, writing test questions, practicing problems.
• Preview test questions, focusing on type and length.
• Provide a syllabus emphasizing primary ideas.
• Offer visual organizational strategies such as mind mapping, treeing, or webbing for note- taking or organizing background information.
• Teach research skills, and consider team teaching for major projects and papers.
• Divide assignments into small parts with a definitive time schedule.
• Photocopy research, and highlight main ideas and important details.

• Provide stimulating assignments and multisensory instruction.
• Use rubrics, contracts, observation, and testing, in which students can be involved in the evaluation process by helping to create criteria.
• Use flexibility, choices, communication, positive feedback, respect, and encouragement.
• Provide reasonable or reduced workload, support, and feedback.
• Understand the student’s interests and hobbies.
• Be aware of strengths and needs.
• Encourage student to create a better self-concept by building on strengths and by emphasizing effort.
• Work with parents to comprehend the combination of giftedness and disability.
• Allow student to have choice and a voice in the classroom environment.
• Encourage acceptance of each student’s ideas and opinions.
• Create a safe environment where students can freely brainstorm and suggest ideas.
• When appropriate, allow the class or group to come to conclusions together as a group, instead of all conclusions being teacher directed.
• Use competition in a way that empowers all students through the use of games.
• Facilitate groups where students can work together and interact.
• Establish goals for individual students, small groups, and whole class on assignments.
• Use team building and praise incentives.
• Model appropriate responses to social situations.
• Engage student in role-play opportunities to practice appropriate initiations and responses in social contexts.
• Explain rules / rationales behind social exchanges.
• Explicitly target perspective-taking skills when needed.