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 |
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