Accommodations & Modifications Assignment



60960-25908000Open Hands, Open Access Deaf-Blind Intervener Learning Modules Module: Accessing the Curriculum and the EnvironmentAccommodations & Modifications AssignmentInstructions Name: Date: Supplementary Aids, Accommodations, and ModificationsReview the supports listed below. Think about when, where, and why these supports would be needed at school for Ethan.In the tables provided, specify what aids, accommodations, and modifications are needed for Ethan to make progress toward annual goals, to progress in the general education curriculum, to participate in extracurricular and other non-academic activities, and to be educated and participate with other children (e.g., accommodations for daily work, environmental accommodations, and moving from class to class). Supplementary AidesRequires back support when seated on a benchPersonal cochlear implant with auditory HAT with patch cordDynamic Display Augmentative Comm. Device and SoftwareCCTV magnifier with distant and near viewing/work areaDesktop computer/specialized keyboard, optical trackballCopy/paper holder at computer/anti-glare screenScreen enlarging and reading capabilities on computerComputer screen and video magnifier at student eye levelSlant board utilizedWhite canePersonal magnifier and monocularClassroom chair with arm rests/appropriate sizeWedge seat cushionPortable near/distance viewing video magnifier (CCTV)Use of manipulatives and related tactile itemsModified measuring cups/spoons (handles tipped up)High contrast labelsChew safe pencil topperBold lined high contrast paperUse of graphic organizer to pre-plan prior to writingDark writing utensilLarge print calculatorUse typo scope to limit visual clutterUse of a marker to assist in locating current problem/answerUse of a laminated Velcro strip with choices for him to pickModificationsAlternative or adaptive assignments when visually demandingAccommodationsLarge print (36 font) and enlarged visual supportsNeeds high contrast and avoid glareNeeds to be within 3 persons from a person signingVerbal, signed, and/or picture cures prior to changes routineDirect adult supervision in large group activitiesFrequent sensory breaksWritten daily schedule that can cross offSimplify oral directionsEmphasize a multisensory teaching approachSit on his right side when able toTeach in viewing area of CCTV during group instructionUse color images/photos rather than black and white drawing Complete work on computer when possibleExtended timeStaff to fill in computer answer sheets after he chooses answerCan answer directly to test copyAllow for dictation of answers to adultSelf-generated word list for writing activitiesEthan’s SupportsIn Table 1, list three supports that Ethan would need for each of his classes to optimize his access for learning at school. Some of the supports can be listed for more than one class. For example, Ethan may need the support of a “wedge seat” in each of his classes to support him in the upright position.Table 1ClassSupplementary Aides, Accommodations & ModificationsMathReading/Language ArtsScienceHistory/Social StudiesArtMusicPELunch (Cafeteria) & RecessIn Table 2, for each class pick one of the supports you listed in Table 1 and provide a sentence or two to explain why Ethan would need that support to help him have access in that particular class. Please do not repeat the same example for each of the classes. For example, if “wedge seat” is used as the support example for Math class, then you need to provide a different example for each of the other classes.Table 2ClassSupplementary Aides, Accommodations & ModificationsJustificationMathReading/Language ArtsScienceHistory/Social StudiesArtMusicPELunch (Cafeteria) & Recess ................
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