EDUC 307

Case Studies

A

Eduardo is a second-grader who has recently moved from Mexico to an urban school in Georgia. His father speaks some English. His mother speaks only Spanish. Eduardo can speak some English but is not fluent. He is nervous about attending a new school where he is not able to converse clearly with others.

B

Stacy has a learning disability. She is a fifth grade student who makes passing grades in math but has struggled with reading throughout elementary school. She tries her best but is still reading on a second-grade level. She is very self-conscious in class and tries to avoid having to read out loud in front of her peers.

C

Jackson is a third grade student who has been diagnosed with ADHD. Jackson struggles to focus in class. He is easily distracted. He tends to disrupt others by tapping, getting out of his seat, and fidgeting with things in his desk. His inability to stay focused is negatively affecting his grades.

D

Anthony’s handwriting is very hard to decipher. He is in the fourth grade but has penmanship one would expect of a first-grader. He has struggled with fine motor skills, which affects his ability to grasp writing utensils correctly.

E

Ellie has a lot of trouble staying organized. As a fifth-grader, she has been unsuccessful in keeping track of her homework assignments. Her notebook is not organized and her desk is a mess. Her grades are suffering due to her inability to keep up with her work. She often loses papers and books.

F

Jerome often gets in trouble for how he reacts to his classmates. He is always ready to snap at others and has gotten into a number of fights on the bus and during recess. Many of his third grade classmates have asked to be moved away from him in the class. He is struggling to keep friends now, as he lashes out in anger at those in his way.

G

Bethany is a year behind in reading. While her second-grade classmates are now reading chapter books, she is still struggling with emergent leveled texts. She doesn’t want to read baby books. She wants to read the same cool stories the other students in her class get to read.

H

Quincy cannot seem to stay awake in class. He often falls into a deep sleep during class. Sometimes, his fourth grade teacher cannot rouse him. He is missing out on hearing the instruction that his teacher is giving. Quincy’s grades are suffering as a result.

I

Judy is a nonverbal first grade student who is in a self-contained classroom. She can be aggressive and explosive in class. She gets very frustrated when she cannot get others to understand what she wants.

J

Michael likes school but is really falling behind in math. He is in third grade, but still struggling with many subtraction problems. His peers are learning multiplication, but he feels left behind. He panics when it is time for math class. He will often ask to go to the nurse around that time.

K

Piper is into everyone’s business in her second grade classroom. She is constantly telling her classmates what to do. She runs to the teacher repeatedly each day to report what she views as problems between the other children in the classroom. She criticizes others and wants to control the happenings in her classroom

L

Diamond is getting bored in her third grade class. She is reading on a sixth-grade reading level and taught herself how to do long division by watching YouTube videos. She has been getting into trouble by trying to entertain her classmates while the teacher is teaching.

M

Hwan, a fifth-grader, has been living in America since he was in second grade. Although he has learned to speak fairly well in English, he still is struggling to comprehend what he reads in English texts.

N

Tristan has missed a lot of school this year as a Kindergarten student. It is almost spring break and he only can recognize 7 letters. He still cannot spell his name.


Page 1 of 2

EDUC 307

Unit Plan: Accommodations Template

Title

Case Study

Description/Rationale

Visual

1

Classroom Arrangement

(For this section, design a seating arrangement for the students in the Case Studies you choose, as well as a number of other students you can create for your class.)

The students are seated in pairs to allow for cooperative learning. The desks are arranged in three rows, with one extra desk near the teacher’s desk. The extra desk has multiple uses. If a student needs alone time to calm down or focus they are able to move to the desk, or if a student needs to be removed from a potentially disruptive situation, the teacher may ask the student to move to the desk.

Stacy and Eduardo are located near the teacher’s desk for extra support. The teacher is able to monitor them closely in order to prevent any potential problems from arising. They are each seated next to a classmate with whom they work well. In front of Quadir and Anne, are Faith and Anyae. Anyae has become close friends with Faith. Faith is able to help Anyae with her classwork and meet new friends. Between them and the whiteboard are Shareef and Erica. Shareef is seated at the front of the room to decrease distractions. The teacher is able to easily whisper encouragement throughout lessons. Next to these two, are Amir and William. While Amir’s levels are lower than William’s, they work incredibly well together and have a friendship. Both are seated at the front of the room to increase their focus. Behind them are Tyrese and Denijsha. Denijsha tends to call out and crave teacher attention. Being toward the front of the room allows for the teacher to praise Piper without having disruptions in the lesson. Being next to Tyrese helps her focus, as she is not interested in boys. Eric is seated next to Judy so that she can translate if needed. Bethany has taken a liking to Elijah, being the only student he socializes with. Allowing them to sit next to one another provides Quincy with a comfortable social situation to practice his social skills. Diamond sits next to Laura. She is seated here so that when she and Eric have to attend their ESL class; Laura and Tristan are able to work together. Dasia is seated at the front of the room so that she is able to help the teacher and remain focused during the lesson.

2

Rewritten Text

B- Stacy has a learning disability. She is a fifth grade student who makes passing grades in math but has struggled with reading throughout elementary school. She tries her best but is still reading on a second-grade level. She is very self-conscious in class and tries to avoid having to read out loud in front of her peers.

Original Text: Readability Level: 5.9

Maps provide many kinds of information about the world around you. Knowing how to read maps is an important social studies skill. A map is a drawing that shows all or part of the Earth on a flat surface. Mapmakers add certain features to most of the maps they draw. Mapmakers sometimes need to show places marked on the map in greater detail or places that are beyond the area shown on the map. To help people find places on a map, mapmakers sometimes add lines that cross each other to form a pattern of squares called a grid system. A map title tells the subject of the map. It may also identify the kind of map. Political maps show cities, states, and countries. Physical maps show kinds of land and bodies of water. Historical maps show parts of the world as they were in the past. A map key, or legend, explains the symbols used on a map. Symbols may be colors, patterns, lines, or other special marks. An inset map is a small map within a larger map. A locator is a small map or picture of a globe that shows where the place on the main map is located. A map scale compares a distance on the map to a distance in the real world. It helps you find the real distance between places on a map. A compass rose, or direction marker shows directions. The cardinal directions, or main directions, are north, south, east, and west. The intermediate directions, or directions between the cardinal directions, are northeast, northwest, southeast, and southwest. (McGowan et al.)

Rewritten Text: Readability Level: 3.2

Maps show the world. A map is a picture that shows the Earth. People who draw maps are called Mapmakers. Mapmakers draw lines that are called a grid system so people can find places on a map. Maps have titles to tell people what the map shows and what kind of map it is. There are three kinds of maps. A political map shows cities, states, and countries. A physical map shows land and waters. A historical map shows how parts of the world used to look a long time ago. Maps need to have a legend to show what the symbols on the map mean. Sometimes a map can have a smaller map in the drawing of the bigger map. The smaller map is called an inset map. A map scale tells the distance between places. A compass rose shows the direction of places. Places can be north, south, east, west, northwest, northeast, southwest, or southeast.

Citation of the Text used:

McGowan, Thomas M., Salvacci, Linda K., & Green Jr., Robert P. (2003) Horizons

United States History. United States of America: Harcourt, Inc.

3

Adaptive & Assistive Technology

D- Anthony’s handwriting is very hard to decipher. He is in the fourth grade but has penmanship one would expect of a first-grader. He has struggled with fine motor skills, which affects his ability to grasp writing utensils correctly.

Augmentative, adaptive, or assistive technology for a specific student in this class is a touch screen device.

This is for a student who has communication difficulties verbally and struggles with both gross and fine motor skills.

4

Behavior Modification Chart

C- Jackson is a third grade student who has been diagnosed with ADHD. Jackson struggles to focus in class. He is easily distracted. He tends to disrupt others by tapping, getting out of his seat, and fidgeting with things in his desk. His inability to stay focused is negatively affecting his grades.

Student will use a behavior modification chart in order to reinforce the display of appropriate behavior within the classroom. This chart is kept on the corner of the Student’s desk to serve as a constant reminder. The teacher and the student fill the chart out together, allowing for conversation and reflection to take place.

5

Spanish Translation

A-Eduardo is a second-grader who has recently moved from Mexico to an urban school in Georgia. His father speaks some English. His mother speaks only Spanish. Eduardo can speak some English but is not fluent. He is nervous about attending a new school where he is not able to converse clearly with others.

Though the student receives ESOL services throughout the week, he is provided accommodations within the classroom. The student is required to use the same textbook as the rest of the class, however, he is also provided the Spanish translated version as well to promote a deeper understanding of the material. The student’s work is completed in English; however, he is able to use the Spanish translation in correlation with the English text to identify keywords in English to use within his work.

Los mapas muestran el mundo. Un mapa es una imagen que muestra la Tierra. Las personas que dibujan mapas son llamadas a Cartógrafos. Los cartógrafos escriben líneas que es llamado un sistema de cuadrícula así que personas pueden encontrar lugares en un mapa. Los mapas tienen títulos para decir a personas lo que el mapa muestra y qué clase de mapa es. Hay tres clases de mapas. Un mapa político muestra las ciudades, los estados, y los países. Un mapa físico muestra tierra y aguas. Un mapa histórico muestra cómo regiones que es utilizada para mirar mucho antes. Los mapas deben tener una leyenda para mostrar lo que los símbolos en el medio de mapa. A veces un mapa puede tener un mapa más pequeño en el dibujo del mapa más grande. El mapa más pequeño es llamado un mapa de recuadro. Una escala del mapa dice la distancia entre lugares. Una rosa de los vientos muestra la dirección de lugares. Los lugares pueden ser del norte, el sur, el este, el oeste, hacia el noroeste, el noreste, el suroeste, o el sudeste.

6

Graphic Organizer

E- Ellie has a lot of trouble staying organized. As a fifth-grader, she has been unsuccessful in keeping track of her homework assignments. Her notebook is not organized and her desk is a mess. Her grades are suffering due to her inability to keep up with her work. She often loses papers and books.

Resource materials are used to help the student feel comfortable learning new material. She grasps concepts easier when they are broken down step by step in an organized manner. Though she enjoys active learning, she tends to get lost in socialization with others and misses out on the concepts at hand. Graphic organizers and cue cards work best for her.

An example of a graphic organizer to help Dasia is a Venn Diagram to compare globes and maps.

7

Extra help times

J- Michael likes school, but is really falling behind in math. He is in third grade, but still struggling with many subtraction problems. His peers are learning multiplication, but he feels left behind. He panics when it is time for math class. He will often ask to go to the nurse around that time.

The student has difficulty completing assignments at home. In order to make sure the student completes the required assignments and displays a level of understanding, he is allotted working lunch periods and before school sessions as extra time.

8

Feelings Journal

F- Jerome often gets in trouble for how he reacts to his classmates. He is always ready to snap at others and has gotten into a number of fights on the bus and during recess. Many of his third-grade classmates have asked to be moved away from him in the class. He is struggling to keep friends now, as he lashes out in anger at those in his way.

The student has difficulty socializing with his classmates. In order to encourage positive social interactions, he is given a journal book. Each day during guided practice he is paired with different students. After he has this new experience working with other students, he writes a reflection in the journal. This way he is able to reread about her experiences to reassure her that he can have positive interactions and form friendships with students.

9

EL Word Reference List

M- Hwan, a fifth-grader, has been living in America since he was in second grade. Although he has learned to speak fairly well in English, he still is struggling to comprehend what he reads in English texts.

The student receives ESL services throughout the week, however accommodations within the classroom are made, as well. The student is able to read and speak English, however, she has difficulty writing in the language. The student uses a word list as a reference that shows common English words and their French translations to aid in her writing.

10

Token Economy

K- Piper is into everyone’s business in her second-grade classroom. She is constantly telling her classmates what to do. She runs to the teacher repeatedly each day to report what she views as problems between the other children in the classroom. She criticizes others and wants to control the happenings in her classroom

Since the student struggles with behavior when in a whole group setting, she receives a token when she does participate in a whole group activity with appropriate behavior. The student keeps a jar on her desk. At the end of the week, she is able to trade the tokens in for a reward.


Page 1 of 7

Page 2 of 7

EDUC 307

Unit Plan: Accommodations Template

Title

Case Study

Description/Rationale

Visual

1

Classroom Arrangement

(For this section, design a seating arrangement for the students in the Case Studies you choose, as well as a number of other students you can create for your class.)

2

Rewritten Text

3

Adaptive & Assistive Technology

4

5

6

7

8

9

10

Page 1 of 2

Page 2 of 2

EDUC 307

Unit Plan: Accommodations Assignment Instructions

Overview

This is the final portion of the Unit Plan. In the last module, you completed a weeks’ module. In this module, you will create accommodations for various special needs. The building process throughout the course will leave you with a thorough plan for instruction that is multi-faceted and meets the needs of unique learners.

Instructions

Utilizing the Unit Plan: Accommodations Template, create ten accommodations to support students with the week of lesson plans you submitted in the Unit Plan: Module Assignment. One of the accommodations will be the Classroom Arrangement which will apply to all students in the class. For the remaining nine accommodations, choose nine student profiles from the provided Case Studies document and then create accommodations that will scaffold the lessons for students with various disabilities. Within your plan for ten accommodations that correspond to your week’s module, please include the following:

· Classroom Arrangement – Show the floor plan for your classroom layout and include a detailed rationale that includes the students from the 9 case studies you selected, as well as other students that you may create for your class.

· Rewritten Text – Find a passage or excerpt from a text that connects with your module. Include the reading level and source. Also, provide a lower-level passage along with the reading level and source. Align this accommodation with a student from the Case Studies document.

· Adaptive & Assistive Technology – Include a form of adaptive and/or assistive technology. Explain the item, the purpose behind it, and how it supports the content from the module. Include a picture of the adaptive technology. Utilize the Assistive and Adaptive Technologies and 8 examples of assistive technology and adaptive tools links provided with this assignment to begin a search to learn more about these technologies. Align this accommodation with a student from the Case Studies document.

In addition to the three accommodations listed above and on the Unit Plan: Accommodations Template (Classroom Arrangement, Rewritten Text, Adaptive & Assistive Technology), create seven additional and appropriate accommodations to support the special needs of the remaining students you have selected from the Case Studies document. Each accommodation should be described in detail, include some type of visual, and should coincide with the curriculum and needs of the students for success in the general classroom.

Refer to the Unit Plan: Accommodations Grading Rubric and Unit Plan: Accommodations Sample for more details on the expectations of this assignment.