Accomodations Worksheet - University of Washington



Accommodations Worksheet

Lesson: Just Move it! (#5)

Asperger’s

|Challenges |Accommodations |

|Lose paper with BMI |Put in portfolio |

|A lot of writing |Pace it |

| |Break writing up with activity |

| |Peer share/partner with buddy |

|Organization/distractibility |Clear/concise instructions |

|Sitting still |Allow student to stand in an area that isn’t |

| |Distracting to others |

| |Have breaks or activities |

|Keeping up with class |Provide completed copy |

|Moving to stations is an upsetting change to routine |Walk student through the rotation to relieve anxiety |

|Looking up and down at screen to get answers may be frustrating |Provide a copy of PowerPoint |

|Transitioning into math piece |Peer share |

|Trouble with talking aloud |Work with buddy |

English Language Learners

|Challenges |Accommodations |

|Language barrier |Can shorten test for some |

| |Give additional time before/after school or during |

| |Lunch |

|Vocabulary |Assign to IA’s classroom for more help |

| |Partner share buddy |

| |Pre-teach vocabulary (in context) |

| |Use choral system |

| |Model for class |

|Multi-step directions—makes tasks difficult |Work in groups to encourage participation |

| |Write and verbalize notes |

|Overwhelmed by concepts |Highlight important ideas |

|Complex sentences |Give time for responses |

| |Engage students |

|Visuals may be confusing |Make learning relevant to experiences |

|Math |Use overhead to do “total” problem |

| |Model for class |

| |Peer helpers |

| |Pair with English speaking partner |

| |Allow calculators |

|Reading |Do not force ELL student to read a card aloud |

| |Buddy system to help with slow reading |

| |Pronunciation models |

| |Extra worksheets |

|Hard to follow |Add pictures to PowerPoint to aid students in understanding |

|Note taking pacing |Extra time to review info |

|PowerPoint comprehension |Emphasize answers |

| |Pair with English speaking partner |

|Differentiating between BMI and BMR |Visuals to explain the difference |

|Meaning of physical activity in English |Provide |

ADHD

|Challenges |Accommodations |

|Overload/too many details |Give less tasks to ADHD student |

| |Have student work as team member with someone |

| |Who can handle the extra burden of doing |

| |Most of the steps |

| |Write the directions and expectations clearly on |

| |The board |

|Fidgety |Add kinesthetic component |

|Distractibility/focusing |Pair with buddy (coloring) |

| |Overlays on overhead with color |

| |Assign role or task |

| |Proximity to teacher |

| |Give questions to keep busy |

| |Chunk directions and student learning |

| |Give student a limited note-taking version |

| |Have student help present the information to the |

| |Class |

| |Work on the most difficult concepts early in the |

| |day |

|May not know when to read card |Have all students with cards review their cards |

| |Before starting |

|Sitting still a long time to take notes |Allow to stand or sit to be comfortable (bouncy ball |

| |To sit on) |

| |Peer partner work |

| |Have added activities |

| |Allow students to work in groups |

| |Have student get up and write on overhead |

|Keeping up with class |Provide a completed copy |

|Attention span |Seat student near a partner |

| |Pair with focused student |

| |Give a job to student |

| |Write and verbalize notes (have student read them |

| |Aloud) |

|Math skills |Demonstrate the calculations really well |

|Transferring PowerPoint notes to paper |Modify the number of blanks |

Visually Impaired

|Challenges |Accommodations |

|Difficulty seeing PowerPoint |Partner to write/read |

| |Read important information aloud |

| |Have visual clues described either as part of the |

| |PowerPoint or by teacher/partner student |

| |Help from classroom aid/parent |

| |Provide completed copy of PowerPoint |

| |Buddy assistance |

| |Seat closer to front of class |

| |Call home to inquire about glasses |

|Note-taking/writing |Provide notes in Braille |

| |Audio recording of class to listen to and make notes |

| |Later |

|Math |Braille or large button calculator |

| |Pair with another student |

| |Read multi-step problems aloud |

|Charts are small |Enlarge charts |

|Color blind |Read aloud |

Neuromuscular Disease

|Challenges |Accommodations |

|Difficulty with writing/note-taking |Pair with buddy |

| |Give a limited fill-in version (have some blanks |

| |Already filled in) |

| |Give a printed copy—allow to highlight instead of |

| |Trying to fill in small blanks |

|Difficulty manipulating calculator |Large button calculator |

| |Have a student teach on overhead |

| |Have a buddy/peer support |

|Mobility issues—limited activities from the table of activities |Look for exercise activities that all can attempt |

|that the student can actually do |Find/discuss alternate activities |

| |Show minimal movement activities that burn |

| |Calories |

| |Discuss what can be done from the chart |

| |Encourage student to find chart to fit his/her world |

|May not feel included |Flashcards |

Obese

|Challenges |Accommodations |

|Self-image |Emphasize that conditions aren’t permanent/the |

| |Positive aspect of knowing BMI/BMR and what |

| |Can be done to alleviate obesity |

| |Reassure that obesity can be changed or reversed |

|Embarrassment during discussion |Do not focus on appearance aspect, concentrate on |

| |Health |

| |Allow for privacy |

|Limitations to exercise |Stress minimal exercise—show baby steps |

|Stress of knowledge about self |Focus on being healthy and having no judgments |

| |Give the “this isn’t permanent and can be changed” |

| |Talk |

Attendance Issue

|Challenges |Accommodations |

|Miss lesson |Have student interview students from class to |

| |Complete missed work |

| |Have posted room copies of information |

| |Pair share |

| |Have copies of PowerPoint printed |

| |Simplified steps to BMR—have them try a couple |

| |So they get a basic idea |

| |Do PowerPoint after school or as homework |

| |Have student come in earlier/later to go over |

| |Follow up at home |

|Math calculations/skills may be low |Provide with calculator to calculate BMR |

| |Help student with math |

| |Buddy or tutorial to go through |

|Gaps in knowledge |Make a visit home and provide work so student |

| |Isn’t so far behind when he/she returns to |

| |School |

| |Provide information in the form of teacher notes |

|Confusion with BMI/BMR |Provide visuals |

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 |

| | |

| | |

| | |

| | |

| | |

| | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download