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4 on each one
1. Adaptations to the physical environment.
Not having a lot of distractions during class.
Having quite music in the background to cancel out and weird noses
Having his or her own desk
Sitting next to the teacher or a paraprofessional to help stay on task

2. Adaptations to class time.

Giving extra time when it comes to reading
Have an extra group for the student to get extra help in
Note taker
Amount or concept load

3. Modifications of materials.
Level of instruction
Changing what is being taught
Highlighting what’s important for the class
Color-coded folders

4. Technology or other special equipment needed.

Using a student computer or I pad
Tape recorder
Audio books
Typing, bigger font

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

Sitting next to the student to keep on task, oral
Setting chart
Ruined schedule, same paras helping in each class
Participation, peer support

6. Barriers to incorporating adaptations.

Not in IEP
Time in classroom
Having enough paraprofessionals to help in each classroom.
7. Strategies to overcoming barriers.
Making sure the student likes whoever is helping them in the classroom
Getting parents on board with everything that is happening at school
Getting a tutor for classes that the student struggles with.


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, 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

1. Complete the readings, class activities and review handouts to develop an adaptation
plan for the Profile Student. You will need to include three 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:
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 3 2 1 0

2. Plan lists adaptations to class time 3 2 1 0

3. Plan explains modifications of materials 3 2 1 0

4. Plan lists assistive technology or other special equipment 3 2 1 0

Plan describes ways support personnel are needed to assist the
5. child 3 2 1 0

6. Plan lists barriers to implementing adaptations in regular classroom 3 2 1 0

7. Plan brainstorms ways to overcome these barriers 2 1 0

Total Points Earned /21