1. In an inclusive classroom, exit tickets serve as a quick, efficient way to check for student understanding at the end of a lesson. Describe how you would adapt exit tickets to meet the diverse needs of students with exceptionalities, such as autism or dyslexia. Consider how you would modify exit tickets to offer multiple means of expression and include discussion about how you would adjust the timing and structure of exit tickets to ensure that students who need more time or alternative formats can still effectively demonstrate their understanding.
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. Adjusting Timing and Structure
Adjusting the time and overall structure of the exit ticket ensures that the task measures knowledge rather than speed or format compliance.
Timing Adjustments
Extended Time: Automatically grant time-and-a-half or double time for students with exceptionalities, especially those with processing speed challenges (common with dyslexia or some forms of ASD).
"Take-Home" Option: For students who struggle with transitions or time pressure, allow the exit ticket to be completed as the first item the following morning.
"Pass" Option: Allow students with significant sensory or emotional regulation needs (common in ASD) to use a "pass" on a specific day, demonstrating understanding later in a 1:1 check-in.
Structural Adjustments
Chunking the Task: Use one clear, high-priority question instead of two or three. If multiple questions are necessary, present them one at a time or in clearly separated boxes.
Simplified Language: Use direct, explicit language in the prompt. Avoid complex sentence structures, idioms, or unnecessary jargon.
Clear Visual Layout: For students with dyslexia, use clean, distraction-free templates with larger, sans-serif fonts (like Arial or Calibri) and ample white space. For students with ASD, ensure the formatting and instructions are predictable and consistent every day.
Pre-Printed Scaffolds: Provide sentence starters, word banks, or structured templates (e.g., "I learned that ____ because ____") to help structure their response while maintaining the core expectation of the content.
3. Prioritizing Clarity and Feedback
An inclusive approach ensures the purpose of the exit ticket is always to demonstrate learning, not test accommodations.
Communicate the Purpose: Explicitly tell the students what the goal of the exit ticket is (e.g., "Today, the ticket is just to check if you remember the three steps for photosynthesis").
Focused Feedback: When reviewing adapted exit tickets, provide immediate, specific feedback on the content of their response, not the quality of their drawing or recording. This reinforces that their unique method of expression is valued and effective.
Sample Answer
Exit tickets are an excellent tool for quick assessment in an inclusive classroom, but they must be flexible to accommodate diverse learners. To adapt exit tickets for students with exceptionalities like Autism Spectrum Disorder (ASD) or dyslexia, you must offer multiple means of expression, adjust timing and structure, and ensure clarity.
1. Adapting Exit Tickets for Multiple Means of Expression
For students with exceptionalities, the standard written, open-ended question can be a barrier. Adapt the exit ticket format to allow students to demonstrate understanding using their strengths: