Taylor Shuda

Supporting Students with Disabilities

Patty Fellows

7/19/2017

ADAPTATION/ACCOMMODATION PLAN

1. Adaptations to the physical environment.

1. Have his own calm down area were he can take a break if needed.
2. Having his own calming music in the background.
3. The student can have a different form of a seating chair.

2. Adaptations to class time.

1. Instead of reading the words in the book the student could read the
picture and explain his understanding.
2. Taking a five-minute brain brake after 10-15 minutes of working.
3. Having a fidget toy with buttons on it.

3. Modifications of materials.
1. The students goes one on one with another teacher/assistant in another
classroom for help in reading and writing.
2. Having his own checklist ready for him at the end of they day that he can
understand.
3. Having an alphabet chart on his desk that helps him with his letters.

4. Technology or other special equipment needed.

1. The teacher records the book they are reading and the student can
listen to the book on a tape recorder with headphones.
2. Having his own iPad for special writing skills.
3. Keeping an electronic portfolio for important information that he can
access.

5. Ways support people are needed to assist the student.

1. For the first hour of the day the student has one on one time with an
assistant to work on homework. The homework can be recorded and the
assistant can write down the answers. Same with tests.
2. Pulling student out of the classroom when needed.
3. Having a graded reward system for tests and homework.
 6. Barriers to incorporating adaptations.
1. Funding to by important materials for the classroom.
2. Time for creating own spaces for different lessons.
3. Buying certain materials for lesson plans.

7. Strategies to overcoming barriers.

1. Using library resources or online resources.
2. Using Pinterest for creative ideas.
3. Teaming up with other teachers.

STUDENT PROFILE ONE

Student One is a learning disabled student with a diagnosed attention deficit with
hyperactivity. These attention problems exaggerate his organization weaknesses,
as shown by his failure to have the proper materials, his inability to get work
turned in, Teaming and his difficulty in remembering to take work home. This
student experiences great difficulty with reading, showing reading skills
considerably below his classmates. His overall reading rate is also slower to the
point that comprehension is sometimes affected. In addition, writing and spelling
are very hard for him. He has begun to develop a negative attitude towards
reading and writing activities due to the struggles he is experiencing. When given a
writing task he will have many great ideas orally, but is unable to organize them in
written form. The process of making letters correctly, remembering to capitalize,
punctuate, and spell words is very laborious and often overwhelming. Fine motor
skills are also weak affecting his ability to draw, cut, color, and write. Fine motor
deficits also affect his ability to line up math problems and quickly write answers
to written tasks. Overall rate of processing visual information is somewhat slower
while his ability to quickly process what he hears is strong. He can carry on a
conversation about a variety of topics revealing a wealth of background knowledge.
If you can obtain and maintain his attention, he is able to remember things he
hears in the short term and is also able to recall them after a period of time. If
you do not have to ask this student to read and write you may not be aware of his
learning difficulties right away.

Begin thinking about how you could help this student in the classroom. If you need
additional information about this student, contact your instructor.
522-124 Supporting Students with Disabilities
Adaptation/Accommodation Plan
Target Competencies
Recommend program adaptations and accommodations for children with disabilities

Directions
1. Complete the readings, class activities and review handouts to develop an adaptation plan for the
Profile Student. You will need to include four points/ ideas for each section of the
adaptation/accommodation plan.
2. As you complete this assessment:
o review the scoring guide criteria shown below to ensure that you address each of the
criteria listed.
3. Reflect upon and include information you have gained from the readings and activities of this
learning plan.
4. Submit to instructor.

Scoring Standards
4 Four points/ideas are listed under this section of the adaptation/accommodation plan
3 Three points/ideas are listed under this section of the adaptation/accommodation plan
2 Two points/ideas are listed under this section of the adaptation/accommodation plan
1 One point/idea is listed under this section of the adaptation/accommodation plan
0 No points/ideas are listed under this section of the adaptation/accommodation plan

Scoring Guide Criteria and Ratings

No. Criteria

1. Plan lists adaptation to the physical environment 2 1

2. Plan lists adaptations to class time 2 1

3. Plan explains modifications of materials 2 1

4. Plan lists assistive technology or other special equipment 2 1

5. Plan describes ways support personnel are needed to assist the child 2 1

6. Plan lists barriers to implementing adaptations in regular classroom 2 1

7. Plan brainstorms ways to overcome these barriers 2 1

Total Points Earned /14