ADAPTATION/ACCOMMODATION PLAN

1. Adaptations to the physical environment.

1)Go to a separate room to provide less distractions.
2)Have the student set to the front of the classroom to help them focus
on what the teachers is doing and saying rather then looking around at
other things.
3)Have an alternate seat for the student.

2. Adaptations to class time.

1)Allow for extended due dates by a day (or if the assignment was due
at the end of class make it due by the beginning of tomorrows class.)
2)Set up some worktime at the end of the classes they are struggling
with so they can ask for help if and when they need it.
3)Perhaps have one or two day a week when the student can stay after
school to work of their spelling and penmanship problems.

3. Modifications of materials.
1)Read assignments directions and test questions out load.
2)Allow for verbal answers to be given, and possibility have a para
recording the verbal answers.
3)Give the students two of the same worksheet so that one is a rough
draft and can have the punctuation and spelling mistakes, and the other
copy to rewrite the answers with the correct spelling and punctuations.

4. Technology or other special equipment needed.

1)Provide small quite fidget toys to help with concentration.
2)Have the student full out a daily/weekly planner to help keep track of
what and when assignments are due for each class. Also, have a specific
folder for homework with one inside pocket saying done and the other
need to do. This will help to student be sure of what needs to be done
and what is fully complicated.
3)Provide the student with grid paper so that they can line up their
math problems better.

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

1)They are the ones who can read out the tests and assignments.
2)They can help to redirect the students attention back to the tasks at
hand.
3)They can record the notes from a class for the student (unless the
student has a fill in the black note taking guide, which they should be
able to fill in themselves.)

6. Barriers to incorporating adaptations.

1)Not being able to afford the extra materials of tools for the
student(s).
2)Lack of personal
3)Not having the space in the classroom for the students extra
equipment.

7. Strategies to overcoming barriers.

1)Have school run fundraisers, or possibly redistribute school funds.
2)Have an upper-class or peer student aid the students with some of
the problems they are having (the peer student can take notes and
share them with the struggling student; the upper-class student can
read some of the tests and other materials to the student during a
study hall or extra credit.)
3)Reorganize the layout of the classroom (perhaps use more shelves to
remove some of the clutter.)

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, 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

Plan describes ways support personnel are needed to assist the

5. 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