Jennifer Owen

11/2/14
EDUC 450
Dr. Frederiksen
TWS Section 4: Modifications, Adaptations, Accommodations
My 11th grade English class has a variety of learners with unique learning styles. Students range
in age from 15-17 years old and contain a fairly even composition of both genders. There are four IEP
students, 1 ELL student, 1 GT student and 2 504 students that require modifications and/or
accommodations. Within classroom activities and tasks, there are varying strategies implemented for
multiple intelligence levels used for understanding. Most students appear to be on about the same level
except for those who require more time to complete tasks. They are fully capable of doing so, they just
require more time to get there.
The ELL student struggles the most because that student is unfamiliar with a great deal of
content topics. It is essential that this student receives additional instruction to enhance understanding.
While the other students are working on activities, I work with the ELL student to ensure the student has
an understanding of the expectations as well as comprehension of the content topics prior to beginning
activities independently. I provide additional instruction if needed and guidance on tasks. Once
understanding has been established, the ELL student does extremely well individually or in groups.
My GT student is labeled as Gifted in mathematics but needs challenged in this course as well.
This student tends to be distracted easily in the English classroom setting and is most often
accommodated with appropriate seating arrangements. Because there are other students who also
require special seating, the positions of students within the classroom cannot often be changed. The
classroom is small, especially in regards to the large number of students in the class. Accommodations
have been made to ensure students who need to sit in the front are placed in the front. There has also
been an accommodation for a student with an IEP with a physical and mental disability. This student has
a large wheelchair and has been allotted a large desk and space at the back of the room. An additional

chair is provided for the students required scribe. Teacher notes are provided to this student as well as
alternate, catered assignments that meet this students needs. The scribe takes additional notes and
assists the student in organizing assignment details and correlates instruction with the student. This
student also takes frequent breaks, has extended time, and receives modified work/assignments.
The majority of accommodations/modifications come from IEP and 504 students with emotional
disabilities as their needs overlap significantly. The needs of these students include: extra time to
complete assignments, copies of teacher notes, an extra copy of book for at home, sitting near the
teachers desk, repeated check-ins with student for understanding, repetition of instructions, shortened
assignments, and being allowed to retake quizzes. One 504 student has a condition that causes difficulty
concentrating and has notes regarding the students issue with being a frequent target to bullying. It is
therefore important to ensure a healthy environment around this student and within the class.
Each of these students is unique, as are the rest of the students in this classroom. It is important
that the needs of each student is met. While not all students that require accommodation utilize what is
allotted to them, following through with their accommodations is essential. All students are given
multiple tasks throughout the unit. During class time if other students finish early, those who do not
require additional time to complete assignments has other tasks they can work on simultaneously. This
allows for all students to be working productively throughout the room. Students work independently a
lot in this classroom, which allows for me or the instructor to move about the room and assist those
who require assistance. This also allows me to do frequent checks for understanding and additional
instruction when necessary. Because I am always moving about the room, I am never singling students
out to provide this assistance, it just becomes part of the regular classroom routine.
I have made modifications for my IEP and 504 students with severe anxiety by allowing the
opportunity to self-evaluate work rather than participate in peer editing workshops. Students complete
the same activities with their written works in order to meet the same learning objectives while

removing the pressure and anxiety caused by multiple peers reviewing their work. In providing this
accommodation, students self-evaluate their written work in the same manner as the rest of the class.
They complete the form that ensures they focus on individual essay elements, rather than the work as a
whole. In completing the form, students are able to gain the same benefit as other students without
being subjected to a potentially uncomfortable event or experience.
A second example of the accommodations that I have made would be for my ELL student. When
teaching familiar topics, such as theme, I spend time with my ELL student once others have begun their
tasks. Not having exposure to rhetorical devices and elements of literature previously, this student still
struggles with these content topics. Because others in the class are familiar with the process of
identifying themes within the text, I was able to get them going on the chart and/or worksheet while
providing my ELL student with additional instruction and assistance into the concept. Once the student
had a better understanding and I had modeled how the assignment worked in conjunction with the
concept of themes, the ELL student was able to complete the rest of the task individually with a high
success rate.
Determining student needs are being met is something that I have been learning more and more
with each classroom observation and instructional experience. By getting to know my students, I have
an easier time knowing the signs of when theyre struggling. Two of my IEP students cannot focus on
their work and provide disruptions when they arent understanding their assignments. Therefore, as I
am circulating the room, I know to stop and discuss the task in more detail as well as answer content
questions that they are having regarding that days material. It is by observing the students that I am
able to determine when they are struggling. Because I know my students, I know that my ELL student
will seek out my help if they are not understanding the concepts or have questions. I also know that my
504 students concentrates better when sitting in the front of the room. By knowing these things about
my students, I am confident that I am able to determine when their needs are not being met. I know

who will address those issues and who will not. Those are the students that I check in on regularly, and
when I notice a lower quiz score or lack of participation, I make sure to repeat instructions, go over
material again, and discuss the content before having them retry the work. The thing that I am still
learning is making sure that these elements are taken into account during my actual planning. Ensuring
that what I plan for the day will keep such accommodations and modifications into account. I am still in
the process of learning how to adapt to these alternate learning styles. This experience and working
with these learners, however, has assisted me in getting to a better place to make such adaptations.