The REACH (Reaching to Educate All Children for Heaven) initiative provides teachers with resources, training, and ongoing support.
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| Encourage students to stop for a moment, rest and take a few deep breaths if s/he panics during test taking |
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| Teach student not to change answers on tests unless s/he is positive that they are wrong |
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| Double-space and type handouts and tests |
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| Give many smaller assessments, rather than one large test |
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| Allow for alternate testing (oral, dictated, and written by another) |
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| Program worksheets, quizzes, and major assessments into a computer for students to use |
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| Provide extended time |
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| Have the student take his/her test in a quiet, undisturbed room |
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| With multiple-choice questions, use capital letters (ABCD) for answer choices to avoid confusion between “b” and “d” |
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| List definitions on the left, and the shorter names or terms on the right |
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| For essay questions, ask students to list the main points then let them explain their answers privately to the teacher |
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| If handwriting, spelling or syntax of the answer is unclear, have the student read their answers privately to the teacher |
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| In open-book tests, write the text page number as a reference by the questions |
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| Use alternative methods of assessment, i.e., demonstrations, projects, drama, music, art |
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| Ease the memory load—group test questions into sets of five rather than in a list of 20 or 30 questions |
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| Reduce the number of questions students are held responsible for, so they may finish at the same time as their classmates |
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| Give open-book, open-note tests |
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| Provide a word bank to use for “fill in the blank” sections |
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The REACH initiative provides teachers with resources, training, and ongoing support. Inclusive classrooms embrace students with disabilities in general education curricula and benefit students socially and academically without facing the stigma of segregation.