Instructions
For this task, you will be designing accommodations for one ESOL student and one ESE student. There is three ESOL cases and four ESE cases to choose from. When providing accommodation recommendations, make sure to pay attention to both behavior and academic needs.
For example, it makes little sense to give extra time to a student who has a history of exhibiting behavior problems when sitting through long tests. You will need to think carefully
about what is and is not a good accommodation, given the situation.
Complete the below steps for this critical task:
1. Select one ESOL student and one ESE student from the cases provided below.
2. For each student, do the following:
a. Determine if the accommodations will be for the performance assessment you created for Critical Task 2 or the test you created for Critical Task 3. Make sure to state which one you have chosen for the student.
b. Based on the descriiptions of the students you have picked, clearly state at least three proposed accommodations to address the individual learning needs of each of your students.
c. Explain how each accommodation recommendation for the student will be implemented with your previously created performance assessment (i.e., Critical
Task 2) or test (i.e., Critical Task 3).
d. Make sure to back up your accommodation recommendations with information from the course!
ESOL Students (Select One)
1. Laura is an ESOL student whose home language is Italian. Her English language acquisition is at the pre-production (ESOL Level 1). She has minimal comprehension, understanding just a few words in English, and does not speak English at all.
2. Eduardo is an ESOL student originally from Costa Rica. His home language is Spanish.
His English language acquisition is at the early production (ESOL level 2). He has limited comprehension and can communicate in English using one- or two-word responses.
3. Chen is an ESOL student that came from China about one year ago. His home language is Mandarin, but he has been learning English since he came to the US. His English language acquisition is at the speech emergence (ESOL level 3). He has good comprehension and can communicate in English using short phrases and sentences.
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ESE Students (Select One)
1. Claudia has been diagnosed with Attention Deficit/Hyperactive Disorder with a predominantly inattentive presentation. In other words, she does not demonstrate hyperactive and/or impulsive behavior. She tends to be a poor listener, avoid tasks that
require sustained mental effort, and get easily distracted. It is difficult for her to follow through on tasks.
2. Robert has been diagnosed with a visual efficiency problem called Focusing Insufficiency. This is the inability to contract or relax the eyes’ focusing muscles for prolonged periods, a function necessary in the reading process. He tends to get easily tired when reading and sometimes present reading comprehension problems.
3. George has been identified as eligible for Special Education services because of Mild Intellectual Disability. He has some memory and attention problems and also, he is a poor reader.
4. Violet has been identified with a disability within the Autism Spectrum. She has minor difficulties communicating showing limited expressive language. Also, she tends to lack interest in what she is doing and has problems understanding nonverbal cues.
Below is a template you can use for this critical task. Delete the highlighted parts – that is where you will input your information.
ESOL Student: Name
Assessment: Performance Assessment (Critical Task 2) OR Selected Response Test (Critical Task 3)
Recommended Accommodations:
Accommodation 1 – List accommodation
Why is this a good accommodation? What information from class backs up this decision?
Accommodation 2 – List accommodation
Why is this a good accommodation? What information from class backs up this decision?
Accommodation 3 – List accommodation
Why is this a good accommodation? What information from class backs up this
decision?
ESE Student: Name
Assessment: Performance Assessment (Critical Task 2) OR Selected Response Test (Critical Task 3)
Recommended Accommodations:
Accommodation 1 – List accommodation
Why is this a good accommodation? What information from class backs up this decision?
Accommodation 2 – List accommodation
Why is this a good accommodation? What information from class backs up this decision?
Accommodation 3 – List accommodation
Why is this a good accommodation? What information from class backs up this decision?
The post Instructions For this task, you will be designing accommodations for one ESOL student and one ESE student. There is three ESOL cases and four ESE cases to choose from. When providing accommodation recommendations, make sure to pay attention to both behavior and academic needs. For example, it makes little sense to give extra time to a student who has a history of exhibiting behavior problems when sitting through long tests. You will need to think carefully about what is and is not a good accommodation, given the situation. Complete the below steps for this critical task: 1. Select one ESOL student and one ESE student from the cases provided below. 2. For each student, do the following: a. Determine if the accommodations will be for the performance assessment you created for Critical Task 2 or the test you created for Critical Task 3. Make sure to state which one you have chosen for the student. b. Based on the descriiptions of the students you have picked, clearly state at least three proposed accommodations to address the individual learning needs of each first appeared on My professonal Blog.
