TASK:
1. Identify a lesson plan that you would like to utilize for this assignment. You may select one from an appropriate online source OR you may also choose one that you have previously written.
2. Using the attached description of children and some of their corresponding needs, plan modifications and adaptations that would help that specific student in your class to be more successful in the selected lesson. Remember, sometimes the same accommodation / modification will benefit more than one student.
3. Include technology in at least three of your adaptations. The name of the technology should be bolded and underlined.
4. For each student, list the following:
a. Student name
b. Presenting disability
c. Written description of adaptation.
Depending on your lesson, there may be some aspects of the teaching sequence that will enable the student to fully participate (i.e. part of a lesson on plants might incorporate hands-on, small group activities that might support a variety of students).
Please articulate which aspects of the lesson provide these types of supports and why you think they will benefit each student. In addition, fully describe any other modifications and supports that you will employ to ensure full participation of that student in each aspect of the lesson plan. Your written description should include an effective way to teach your lesson (make the lesson better than it is) and list the modifications and accommodations (engagement, representation, expression) that you would provided for each student or students.
If you change the delivery of the lesson, please describe what you would do. In your description of co-teaching, describe what the other person would be doing, where he/she would be working, and any other information that would be helpful in understanding how the lesson would be implemented.
For your lesson, consider (and describe) the following:
• Any modification of materials (e.g. books, handouts, homework) – representation or expression
• Any modifications of teaching behaviors – engagement, representation, and expression
• Any adaptation or change in lesson plan content or form – engagement, representation, and expression
• Use of support staff or peers in helping meet the needs of students – engagement
• If you modify any classwork (e.g., copies, homework assignments) – representation
Either describe what you would do to the classwork (as explicitly as possible) or make the modification yourself.
For example, you would have to describe increasing the font on a paper to approximately how big, if you were going to underline or highlight information, describe exactly which information would be highlighted. You may find it necessary to adapt in more than one way.
d. Rationale for choosing this adaptation–Your rationale should be based on both the student description and/or the characteristics of students with that disability diagnosis. Most students do not give adequate justification/rationale for what they choose. Be specific and give details!!!
Student Descriptions **MUST USE**
These are general descriptions of the children. You can use other information that you have learned during the course and from the textbook or other sources about the general characteristics of that disability/exceptionality and assume that this student may also have similar difficulties/similar presenting factors as others in that exceptionality area.
JAMES: James is a student with a learning disability. He has very poor decoding and word recognition skills and struggles with material that he reads. He has poor listening comprehension, but good oral expression skills and frequently participates in class discussions. He has difficulty with spelling, putting his ideas down on paper, and has fairly illegible handwriting.
DANIELLE: Danielle has a hearing impairment and wears hearing aids. She is cooperative and participates in class, but often misses auditory information. Her academic skills are consistent with the rest of the class.
KYLE: Kyle has a visual impairment and wears glasses but still has difficulty with near and far point vision. He has difficulty seeing and copying from the board and reading print that is less that 28 point font. His academic skills are consistent with most of his peers.
DERRICK: Derrick has mild intellectual disability. He is currently reading below grade level and can do basic addition and subtraction. It takes him longer to learn new tasks and he benefits from using manipulatives and repeated practice with new skills. He often takes very, very long to complete class assignments especially those related to writing.
JENNY: Jenny is a student with serious emotional disturbance. She occasionally exhibits externalizing behaviors including verbal outbursts and aggression toward other students. She is easily frustrated by more difficult academic tasks but enjoys working by herself in a quiet area of the room. She has gaps in her academic skills especially in reading where she struggles with fluency.
NICOLE: Nicole has a learning disability but also has ADHD (hyperactive type). She has difficulty staying on task and exhibits impulsive acts (up out of her seat, blurting out in class, etc.). She reads close to grade level. She has difficulty with all aspects of math (calculation and problem solving) and several of her goals and objectives on her IEP deal with facilitating her math skills. She is easily frustrated in math and often shuts down when she is frustrated.
ROGER: Roger is a student with severe physical disabilities and typical cognitive development. He was born with Spina Bifida which limits his ability to perform both gross and fine motor activities. He uses an electric wheelchair to move about the environment. He is unable to write using a pen or pencil. He has limited range of motion in his arms and legs.
TAMESHA: Tamesha is a student with gifts and talents. She is currently reading at two years above grade level. She occasionally makes verbal remarks about being bored and the work being too easy. She rarely takes an active role in class discussion or group work. Tamesha makes average grades. She is also extremely interested in history, especially U.S. History
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