Accomodations Worksheet



Accommodations Worksheet

Lesson: Circulatory Learning Stations (#4)

Asperger’s

|Challenges |Accommodations |

|Over visual stimulation |Limit to maybe 2 stations per day |

|Organization |Clear/concise directions |

| |Draw example of platelets or other visuals and label |

| |Assign a job |

|Distractibility |Clear/concise directions |

| |Do one a day over a week |

| |Restrict movement of student |

| |Buddy help |

| |Assign a job |

|Hard to connect models to actual hearts and systems | |

|Writing –try to avoid writing everything out |Draw diagrams |

| |Draw in the order they are on the chart. If it is a |

| |Sequence, number |

|Apprehension about BP cuff |Help student with this or have student skip the BP measurement |

|Difficulty focusing/concentrating on task |Have them draw parts of the blood |

| |Assign questions with accommodations (matching) |

| |Orally ask questions |

| |Have groups perform presentations for a single |

| |poster |

|Information overload |Checklist of tasks |

| |Different expectations |

| |Focus on fewer stations/questions |

| |Break into more manageable sections/pieces |

| |Make more kinesthetic by putting a vinyl sheet over |

| |Poster on which they could attach Velcro or |

| |Draw on |

| |Draw pictures/make models of what they are learning |

English Language Learners

|Challenges |Accommodations |

|Language barrier |Emphasize that all answers are on the charts |

|No classroom aids |Give additional time before/after school or at lunch |

|Vocab |Mix groups so no group is all ESL or slow readers |

| |Flashcards for major words |

| |Teach model from stronger students |

| |Pre-teach vocab/provide list |

| |Use modeling clay or telephone wires to make |

| |Model of arteries, put vocab on model and |

| |Leave up in room |

| |Draw diagrams |

| |Jigsaw the information from each poster (group |

| |Work) |

| |Read out loud as group |

| |Explain in student’s own words |

| |Put in print on walls |

| |Label pieces on the board (put vinyl on top) |

| |Presentations rather than individual assignments |

| |Fewer stations so expert in certain areas |

|Reading issues/slow readers |Mix groups so no group is all ESL or slow readers |

| |Split diseases and treatment of heart and blood |

| |Vessels into two stations to reduce amount of |

| |Reading at one station |

| |Have other members read poster out loud |

| |Work in small groups |

| |Have poster in different languages |

|May copy information but not understand |Have pieces to label/draw—use yarn or wire to make models |

|Difficulty with text/comprehension |Pair with strong student that speaks same native |

| |Language |

| |Have group read diagram |

| |Each group creates own poster |

| |Have poster info in different languages to help |

| |Work with groups or partners |

|Need more tactile explanations |Teach another student about model they had made |

|Pacing |Each group helps to present info. Audience is accountable for |

| |learning the information |

|Comprehension |Limit # of boards student needs to complete to |

| |Allow for more time without penalty |

| |Comprehension game: match up function, cards |

| |To names of vessels/info on chart |

| |Create models and then explain to a partner |

| |Teach other students about what they’ve learned |

| |Lots of color/visuals |

| |Have students restate ideas in own words/cartoons |

| |Give more time |

| |Seating preference |

| |Correspond with ELL teacher |

|Disconnect to class |Differentiated cooperative groups |

ADHD

|Challenges |Accommodations |

|Activity overload/too many details |Tell student that this is a group exercise and that |

| |He/she is not required to turn in an individual |

| |Report but to help find answers for the team |

| |Create set of questions that can be answered using |

| |The posters (3 questions) |

| |Create an assignment expectation checklist |

| |Break down assignment into several parts |

| |Review instruction multiple ways |

| |Use pictures/multimedia |

|Difficulty sitting still for long periods of time |Give student specific amount of facts to write |

| |Let student draw |

|Attention span |Assign specific role/job |

| |Give student personal checklist |

| |Have student grade/self-assess weekly |

|4-person group may be too many to work with |Set up a pair share for student rather than a group |

|Distractibility/trouble focusing on poster for 15 minutes |Assign specific role/job |

| |Give task such as summarizing or drawing |

| |Diagram for class wall |

| |Have students present to class on one poster |

| |Chunk exposure to stations |

| |Focus on fewer stations |

| |Make models |

| |Draw pictures of content |

| |Discuss verbally with a partner |

| |Read posters as a group |

| |Ask questions orally |

| |Allow students to stand at stations |

| |Give enough tasks to keep student occupied |

| |Give students clear expectations for what to record |

| |Have students teach the curriculum |

|Need for kinesthetic element to lesson |For blood vessel station, make disk and put Velcro |

| |On back. Use vinyl and sharpies, color the |

| |Back and put it over the poster. Put poster flat |

| |On table. Have student put disks in order, then |

| |Take them off and see if they are right—make a |

| |Game out of it; work in pairs. |

| |Attach vinyl/Velcro over top of the boards to draw |

| |On. Make flaps to cover concepts to allow them |

| |To check their answers. |

|Difficulty writing |Allow to draw diagrams |

|Misuse of materials |Have guidelines for use of materials at each station |

|Lots of reading/long stations |Have student be a “helper” in some way |

|Can’t make quick transitions between boards |Do one a day over a week |

|Too much movement |Move the posters instead of kids |

Visually Impaired

|Challenges |Accommodations |

|Can’t see/read posters |Work up a skit to teach the poster. Take cues from |

| |Other students—spoken, not written. |

| |Have student sit closer |

| |Give posters to BVI specialist to get brailled ahead |

| |Of time |

| |Reading buddy |

| |Information on tape |

| |Work as group to summarize info |

| |Scribe/peer partner |

| |Voice record major concepts from each poster so |

| |Student can listen to the information |

| |Have group read out loud |

| |Ask questions orally |

| |Larger and inverse color print information on |

| |Overhead |

| |Have a larger print poster board |

| |More color definition on posters |

| |Buddy to help read shadow backgrounds |

|Difficulty moving from station to station |Pair with partner |

|Lots of reading/information |Pair with a reading buddy |

| |Use a “talking” PowerPoint to give information |

|Color blind |Prepare visual aids with patterns rather than just |

| |Color |

| |Pair with another student to help |

| |Other color or pattern alternative |

|Slower writing skills |Use technology to support student writing down |

| |Information |

Neuromuscular Disease

|Challenges |Accommodations |

|Lots of writing |Have buddy write for pair/scribe |

| |Fill out a checklist/abbreviated form i.e. fill in the |

| |Blank |

| |Use computer mechanism to simplify fine motor |

| |Skills |

| |Limit writing |

|Lack of participation due to coordination problems |Vinyl/matching game |

| |Have student draw |

| |Buddy for assignment |

|Keeping up with class work |Can simplify words to remember—such as diseases of the heart (1. |

| |heart valves, 2. irregular heart beat, 3. heart attack, 4. heart |

| |failure)—teach how to fix problems |

|Movement between stations |Allow more space for stations |

| |Have group focus on one poster and present it |

| |Rather than move from poster to poster |

| |Move posters rather than students |

| |Give more time |

| |Use bigger room to display stations |

| |Make path clear between stations |

| |Clear floor space for ease of movement |

|Manipulatory equipment at some stations |Work with partner |

|Overwhelming |Work with partner, have students take turn |

| |Reading |

| |Limit # of questions to answer |

|Need to get close enough to the poster to read it |At each table remove one chair that is close to the |

| |Poster |

|Fatigue/paying attention |Buddy system |

Obese

|Challenges |Accommodations |

|Self-image problems/self-conscious |Make a large CDC growth chart of all classes. |

| |Compare to one given in manual. Then do BMI |

| |Chart the same way |

|Harassment |Be extra attentive to conversations about fat/disease of the |

| |heart/vessels |

|Movement/exhaustion |Limit number of stations |

| |Move stations rather than students |

| |Try to set up room with most ease for movement in |

| |mind |

|Embarrassment/fear that student’s will find out their BMI and |Pre-discussions with whole class |

|spread it around |Pair with a trusted friend |

| |Stress that personal info (BMI) is kept private |

|Sensitivity to discussions |Emphasize empowerment with “you can change” |

| |statement |

| |Set classroom climate that discusses topic in terms |

| |Of health rather than appearance |

|Refuses to find own BMI percentile |Use a case study |

Attendance Issue

|Challenges |Accommodations |

|Hard to make up since it is a group activity |Create incentive for good attendance |

| |Anticipatory game |

|Miss lesson |Leave posters up for absent students—maybe on |

| |Wall during entire YTH unit |

| |Have worksheets available for makeup |

| |Makeup assignment upon return |

|Gaps in knowledge |Work with a partner who has perfect attendance— |

| |Work together to write out answers |

| |Make activities into games to add interest |

| |Have student make up a video game on one of the |

| |Large card’s content |

| |Provide extra time to catch up |

| |Designate more limited focus |

| |Have student create own poster |

| |Jigsaw |

| |Videotape info or have PowerPoint to look at later |

| |Have student discuss what happened with another |

| |student |

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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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