Victoria Winn

U76262899
3 July 2016
Task Four: Designing Accommodations for Individual Learning Needs
ESOL Student: Chen
Assessment: Task Three- Selected Response Test
Recommended Accommodations:
1. Accommodation: The first accommodation I would make would be to go over
any vocabulary that may confuse the student. I will do this by going through the
test myself and verifying that the student comprehends the meaning of some
words used on the test. This will help to insure that Chen understands what the
test is asking him.
2. Accommodation: The second accommodation I would make would be to read
the assessment aloud, either in a one-on-one setting or a small group setting.
This would insure that Chen is not stuck trying to figure out different words and
he can focus more on understanding what the test is asking him. Chen would not
give me oral answers, but would instead still respond on the test.
3. Accommodation: The third accommodation I would make would be to allow
Chen more time to take the assessment. Since the assessment would be given
orally and some stops would be made to insure that Chen understands what is
being asked of him, I feel that this would require more time on the assessment.
ESE Student: Claudia
Assessment: Task Three- Selected Response Test
Recommended Accommodations:
1. Accommodation: Since Claudia is easily distracted, I will provide her with a
device (IPod, CD Player, etc.) that provides white noise. Claudia will be allowed
to use this device during the test in order to help her avoid other distractions that
may be going on in the class. This is a good accommodation because this will
help block out any noises that could distract Claudia.
2. Accommodation: Since this test may require some mental effort, I would
accommodate Claudia by allowing her to take the test in parts. There are three
parts to this test; multiple choice, true/false, and fill in the blank. Everyone is
allotted 45 minutes to take this assessment and since Claudia will be allowed to
take this assessment in three parts, she will be allotted 15 minutes for each
section. This accommodation would allow her to do the best she can on the
assessment because the mental rigor will be broken up and this will also help her
avoid becoming distracted by sitting in a 45-minute assessment.
3. Accommodation: This assessment does not require a lot of listening, just to
directions (which are also typed on the test). I would try and sit Claudia
somewhere where she is less likely to be distracted, such as the front of the
room, at a table by herself, etc. I feel that this may help her with her listening
skills because she would not be distracted, which may play a role in her poor
listening skills. I would also try to read the directions slowly and check with
Claudia throughout the assessment to insure that she understands what she
should be doing.