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 |
| | |
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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