Lauren Tindall Adaptions Menu

Student Profile
Grade: 8 Student Name Chloe Teacher: Mrs. Thatcher Subject: Science Student Needs Struggles with transition Struggles to focus or remain on tasks Walks on toes Reads at a low level Low expressive language Struggles to remain on task and stays in seat Attention difficulties Behavior issues due to attention Poor fine motor skills Struggles to stay in seat Student Interests Music Gross Motor activity Books Highly motivated for music Horses Books Being outside Sports Sorting independent work Sports Music Running (track and cross country) Books Jewelry Math

Student Strengths Excellent memory Learns quickly when applies themselves Completing puzzles Strong peer relationships Completing tasks Memorizing facts

Emma

Grace

Jacob

Speaks in sentences of great length Has high receptive language Has a high IQ Has high receptive and expressive language Demonstrates leadership skills Excellent athlete Excellent athlete Working in groups Demonstrates leadership skills

Max

Attention difficulties Difficulty remaining focused

Nora

Struggles with staying in seat Low vision Low expressive language

Adaptations
Students Needs Fine Motor Jacob Possible Adaptations Work with sensory related materials such as play dough, putty, clay, or other materials that will allow to squeeze, form and strengthen small muscles in hands. Use wide pencils and pencil grips to help support hand writing Pencil grips Mounted scissors Written work or tests given verbally Provide core ball to sit on in order to strengthen core Provide a no back seat that will also strengthen core Incorporate gross motor activities into daily activities Hold hand to physically stabilize student Trampoline time Yoga Provide sensory breaks Brushing Sensory massages Quiet area when in need of a break Headphones to drown out sound when over stimulated by loud sounds Soothing music to play in classroom Wiggle seats Visual schedules and reminders to stay in seat and on task Shortened assignments and an incentive for completing work Incentives to stay on task (tokens, candy) Fidgets Weighted materials Visual icons Assistive technology device Story boards Individual visual schedules Speak slowly

Gross Motor Emma

Sensory Chloe Grace

Attention Chloe Grace Max

Language Impairments Emma Nora

Behavior Chloe Grace

Visual Impairment Nora

Kinesthetic Needs Max Nora

Staying in Seat Jacob Nora

Hearing Impairment n/a

Teacher model Visual reminders to follow instruction Visual schedules First then schedules Token system Consistent rules with appropriate consequences Individualized behavior plans Reminders (verbal and visual) for transition All assignments are given in larger font/print All assignments are on white paper lined with black paper for contrast Provide individual copy of the story during group time for student to have access to seeing pictures Provide individual calendar for student to hold and see up close during calendar time Seating close to front Sit on core ball Sensory breaks Daily exercise time incorporated into lessons Stretch bands Take notes and papers to teachers and office when needed Wiggle seats Fidgets Visual reminders to stay in seat Incentive charts Sensory breaks Sign language Visual aids Auditory systems Close proximity seating Assistive communication devices for total communication

Resources Ross, R. (2014, April 13). Classroom Adaptions for Students with Special Needs & Learning Difficulties. Retrieved from Landscapes Mag: http://www.landscapesmag.com/teachers/lessonplans/Classroom%20Adaptations%20for %20Students%20with%20Special%20Needs.pdf This article is targeted for teachers whom are working with students with special needs and learning difficulties. One this page, there are lots of ideas about getting organized, learning in different ways, asking for help, tools for being a better reader, writer, and speller. It also includes how to handle homework problems. This article has many ways to teach all different kinds of students that will be in the classroom and how to make accommodations for each student.

NCRESA/ (2014). Classroom Adaptions Creating a Climate of Success. Retrieved from NCRESA: http://www.ncresa.org/docs/Teacher_Resources/4_02/SOC/classroom_adaptat ions.pdf This discusses adaptions that can create a climate of success. The articles gives great adaptions that can be used in the classroom so that each student can succeed. The article also discusses accommodations and modifications and gives examples for each. The article gives adaptions that can be used in any classroom not just an intervention classroom. Some adaptions that it gave are allow extra time for reading, omit or shorten reading required, and oral reports instead of written.

Pearson Education, Inc. (2014). Adaptions and Modifications for Students with Special Needs. Retrieved from Teacher Vision: https://www.teachervision.com/special-education/resourc e/5347.html Teacher Vision gives resources for easy modifications to incorporate in your classroom for students with special needs. Adjustments in classroom environment, curriculum planning, and assessment will help teachers accommodate and challenge each member in the classroom. It also gives great resources for implementing IEPs and creating an inclusive classroom. There are also articles available about working with students with Autism, ADD/ADHD and bilingual special education.

Adaptations Menu Contract I, Lauren Tindall, have contracted for a grade of an A I guarantee that all of the items required for this grade were completed to a good degree.

For a Grade of A (25 points), your adaptations menu must have ALL of the following: A listing of at least 10 possible plausible classroom need scenarios (ex) students who finish work early, students with attention issues, students with handwriting difficulty, etc. For each scenario, at least 5 applicable adaptations are given that are respectful of students and practical for classroom use Menu is organized in a reader friendly format; do not use a narrative, but rather a chart, table, or some other organizational tool A blank classroom profile sheet is created to allow you to record the needs of your individual students (plan on a class of 25; format and titles are up to you) At least 3 resources for more adaptation ideas (noted in APA style) are included at the end of the menu; each resource needs a brief summary (3-5 sentences) College level writing is used with minimal to no errors Completed contract checklist submitted for instructor scoring purposes