Accomodations Worksheet - University of Washington
Accommodations Worksheet
Lesson: To Feel a Heart (#2)
Asperger’s
|Challenges |Accommodations |
|Appropriate actions with the heart |Partner with a responsible student. |
| |Model clear standards for heart “use” |
| |Post science lab skills |
|Attention |Break up tasks into sections |
|Distractibility |Give a specific task |
| |Limit student out of seat activity |
|Extreme Reactions to activity |Contact parents ahead of time |
| |Let them use a worksheet booklet for confidentiality |
| |Pair with lab partner or classroom aid |
|Following directions |Provide flash card directions |
|Offering unwanted input into others’ experiments |Emphasize working in pairs |
|Organization |Provide checklist |
| |Have a buddy help with directions |
| |Assign a job |
| |Use a card with a sheep’s heart diagrammed on it |
| |Fill in the work in proper place. Have another card |
| |that is not labeled. Student can fill in and have |
| |By just in case |
|Over stimulation |Allow to take a break if needed |
|Safety |Pair with another student |
| |Only handle sharp equipment with teacher |
| |assistance |
| |Restrict student movement |
|Sensitivity to smell |Allow to step outside if necessary |
|Translating from picture to actual heart |Provide with a more realistic heart diagram first |
| |Team up with a buddy or put in small groups |
|Unaware of others’ privacy |Buddy them up |
English Language Learners
|Challenges |Accommodations |
|Attention difficulties |Instructional aid |
|Comprehension |Pick out only some of the questions to answer |
| |(written) and do the rest orally |
| |Have them watch the video at home first |
| |Seating preference with adept lab partners |
|Cultural barriers to animal use | |
|Language barrier |Buddy partners/seating |
|Pacing |Allow extra time |
| |Seating assignment |
|Pronunciation |Visual aids |
|Reading |Allow extra time |
|Right vs. left confusion |Work with a buddy on own ability level |
|Safety comprehension |Pair with a learning buddy |
|Understanding procedure/directions |Use pictures, drawings |
| |Modify/simplify procedure/multi-step directions |
|Understanding science tools |Use graphic organizers |
|Vocabulary |Have large labeled diagram up in classroom |
| |Make jigsaw puzzle of parts of the heart. Fit |
| |vocabulary in by different shape in each part |
| |Use document camera |
| |Work with ELL teacher to learn the terms |
| |Print words, say words out loud |
| |Discuss origins/prefixes for better understanding |
| |Classroom aid |
| |Give additional time to complete written portion |
| |Explain in words students understand |
| |Print vocabulary and post on the wall. |
| |Use charts to describe in actions/pictures what is |
| |occurring |
| |Learn terms in other language |
| |Pre-scaffold with Sp-ed/ELL teachers |
| |Reduce amount of vocab to key words and concepts |
| |Focus on direction of blood flow as important |
| |Have students work in groups with different ability |
| |levels |
| | |
ADHD
|Challenges |Accommodations |
|Attention span |Use checklist |
|Difficulty staying on task/following directions |Reformat questions into simpler terms |
| |Provide checklist for tasks |
| |Provide flash cards including pictures |
| |Break lesson into segments—10, 20, 10 |
| |Have directions at the lab station |
| |Pair with a partner and re-direct as needed |
| |Assign specific job to keep student in one place |
|Easily distracted |Make them an expert on one task (i.e. cutting heart |
| |open) |
| |Have clear expectations/standards |
|Goofing around with the heart | |
|Hyperactivity |Have downtime |
| |Give worksheet packet to do |
|Inappropriate use of materials |Make a “pit stop” to emphasize the uniqueness of |
| |lesson and maturity required |
| |Do a demo dissection |
| |Positive reinforcement |
| |Reward for following safety protocol for entire lab |
| |time |
| |Give specific job(s) to focus on |
| |Give clear expectations |
|Organization |Pair with a learning buddy |
| |Restrict student movement |
|Over stimulation |Partner with another student to help stay focused |
| |Buddy with a friend |
|Poor impulse control |Have clear roles/jobs outlined |
| |Have Sp-ed students as final check out captain (pre- |
| |arrange by seating chart) |
| |Put knives away/keep track of number of knives and be sure to |
| |collect them all (because they may want to cut the heart all the|
| |way through) |
|Power struggles with other students/rile up other students |Assign specific job to keep student in one place |
|Respecting peers |Have a buddy |
|Safety issues |Only handle with teacher assistance |
| |Provide clear expectations |
| |Give job of labeling worksheet |
|Too many details to process. |Review instructions orally and visually, using |
| |pictures |
| |Simplify procedure (use a large font size) |
Visually Impaired
|Challenges |Accommodations |
|Color blind |Use patterns instead of color coding. |
| |Use shape coding. |
|Reading/following directions |Verbally review directions. |
| |Large type directions. |
|Reading labels on pins |Braille labels for pins. |
| |Emphasize feeling parts of the heart. |
|Safety |Pair with another student. |
| |Only handle with teacher assistance. |
| |Let lab partner use sharp tools. |
|Seeing parts of the heart |Use magnifying glass or other viewing enhancements for |
| |a “closer look” |
| |Have heart in color diagram on each desk. |
| |Use the heart diagram to help them find various areas of |
| |Interest. |
| |Have partner do the physical dissection. |
| |Have partner move student’s hand/finger to identify |
| |vessels and chambers. |
| |Take time to help student explore with hands. |
| |Provide rubber gloves to feel. |
|Seeing worksheets |Enlarge worksheet. |
|Small details |Use document camera to enlarge. |
| |Seat in front of the room. |
| |Have labeling in large letters |
| |Provide assistance. |
| |Use tactile perception with an aid describing what the |
| |Student is feeling. |
| |Larger or inverse print. |
|Writing |Have buddy be the writer if assignment is given. |
Neuromuscular Disease
|Challenges |Accommodations |
|Dexterity Issues/lack of fine motor skills |Pair with partner |
| |Classroom aid |
| |Specific roles in group (leader, recorder, etc) |
| |Help with pin placement—have buddy student help hold |
| |still to pin labels |
|Difficulty writing |Work with a buddy to write the answers |
| |Discuss answers verbally |
| |Classroom aid |
|Difficulty controlling heart on the desk |Have heart in a shallow container on the desk so it |
| |doesn’t slip too far |
|Poor control of body |Verbal answers to show understanding |
| |Speak clearly and slowly so child can “get it” |
|Inability to use dissection tools |Have partner dissect |
| |Use model to find areas of interest while lab partners |
| |perform dissection |
|Needs wheelchair/may need classroom aid |Have clear paths to table where they sit |
|Access to dissection/wash area |Provide alternate area for student to use |
|Inability to get close enough to see the heart |Use other posters, videos, etc. to closely see parts of the |
| |heart |
|Participation |Motivated partner to implement what the student |
| |instructs |
|Fatigue |Use buddy system |
|Need to go slowly |Buddy system |
|Difficulty paying attention |Buddy system |
Obese
|Challenges |Accommodations |
|Anxiety |Keep personal information their own business. |
| |Explain that the body can change and focus on how to |
| |make changes. |
|Bullying smaller children, “throwing” weight around | |
|Embarrassment |Focus on healthy discussion of media. |
|Feel uncomfortable when discussing fat around the heart |Emphasize purpose and function of the heart and how to |
| |maintain a healthy amount of fat tissue. |
|Finger agility |Pair with a handy student. |
|Lack of motivation |Discuss media. |
|Large hand size |Have larger glove sizes available. |
| |Use model to see pathways if unable to properly probe |
| |organ. |
|Mobility |Provide 1-2 stations in more open area to ensure access. |
| |Have lab partner do movement. |
|Poor self image | |
|Refusal to participate | |
|Self-conscious |Have them see medical professional. |
|Self-conscious about BMI measurement |Have stations in different parts of room for privacy. |
| |Have a friend who can keep a confidence help. |
|Stress | |
Attendance Issue
|Challenges |Accommodations |
|General attendance/tardiness issues |Work with child as an individual matter to accept |
| |responsibility for getting to school on time |
| |Discuss routines at home |
| |Make home visit to assess situation |
| |See if there is an underlying problem creating the |
| |absences |
|Miss lesson/gaps in knowledge |Get student to apply for “Saturday school” |
| |Either repeat lab or have students use a model to do the |
| |Same thing |
| |Have student complete with another class or allow |
| |Homework club makeup |
| |Schedule time for makeup/send home with diagram for hw |
| |Homework lab/buddy |
| |Website dissection |
| |Reschedule private dissection before/after school |
| |Hold the specimens in storage for a few days and allow |
| |Time after school or at lunch to come see heart |
| |Extra worksheet box |
| |Shorten/summarize missed labs |
| |Simplify directions |
| |Create excitement before lab |
| |Review at beginning and end of each lesson |
| |Work with parent |
| |Record and post lesson online |
|Can’t make up work or get caught up/always behind |Allow time for makeup work after school |
| |Have buddy peer teach |
| |Class note-taker |
|Miss the video or class instruction on heart diagram |Give as a homework assignment |
| |Look for an online tutorial or heart dissection to have |
| |Them do first |
Lesson Focus: GLEs
You will have the electronic versions of the student worksheets. For this lesson, choose five or more of the assessment questions. Look at the science and Math GLE/question connections as part of the reasoning for your choices. Choose questions that reinforce the GLEs/Evidence of Learning that are most appropriate for your students’ grade level, time of year, and ability.
|Question #s: |GLEs / Evidence of Learning |
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