Marishel Diaz

EDUC 450/486
November 27, 2015.
Modifications, Adaptions, and Accommodations
Throughout this fall semester, I have gotten to know the students in my classroom quite
well. Specifically, I have gotten to know how they work best and whether or not they are focused
during class. In my classroom there are 27 students. The ages range between 14-17 years of age.
Out of the 27 students, two are Asian, 1 is Latino, and the rest are American. Only two students
are special needs in the classroom. These students are American; one is on an IEP and the other,
although not on an IEP or a 504, is hyperactive. He is constantly moving around; getting out of
his seat, and playing with things in the classroom, which distracts his peers from learning. I
wouldnt like to say that this student has ADHD but it wouldnt surprise me if he were diagnosed
with it or put on a special learning program, such as an IEP or a 504 because of his activity level.
The student who is on an IEP has anxiety but accommodations are always made for his
learning needs. It is important to point out that, although accommodation and modification
sound similar, they serve different purposes. An accommodation is a change that is made in
regards to how a student learns the material. A modification is a change that is made in regards to
what a student is taught or expected to learn. This student has accommodations made for him,
not modifications.
In regards to classroom instruction, accommodations are made to help him learn the same
material and meet the same expectation as his peers. Since this student has anxiety, he sits in the
far back of the classroom. This creates a safe place for the student to be when anxiety symptoms
are high or during stressful times. Moreover, his seat is located near the cooking area of the
classroom, which is more spacious. When this students anxiety symptoms are high or when he

feels stressed, he is able to stand up from his seat and walk a little, without distracting his peers.
Additionally, the student is also allowed to leave the classroom if he is feeling too overwhelmed
or when his anxiety symptoms are high.
When I first taught the aforementioned students, I did a lot of Cold Call. This means
that I called on various students, without notice, for them to provide the answer to the problem
that was being studied. Unfortunately, one of the students that I called on was the student who is
on an IEP program due to his anxiety. It is important to point out that, prior to teaching that
lesson, I was completely unaware of his needs. When I called on him he got very nervous and I
didnt understand why because he gave the correct answer. However, after I taught the lesson,
my cooperating teacher explained the situation of the student who got very nervous and I felt
terrible.
Ever since, I have paid close attention to his learning needs and done what I can in order
to meet his learning needs. For example, when I see that the student is too nervous and seems to
be overwhelmed, I provide activities to distract the student. I have him read or listen to music in
order to help alleviate some of the symptoms. I also allow the student to return to class work
after a period of time. The thing that I find most challenging for him, what I notice seems to
trigger his anxiety the most, is group work. This student has a hard time working with peers and
completing the activities in a given time. However, I know that some of his anxiety is triggered
because of fears of rejection from his classmates. Therefore, I assign him a group. Ive noticed
that he can work well in pairs or small groups. Lastly, this student also has a hard time working
individually, especially when having to complete an activity in a certain amount of time. In order
to alleviate some of his anxiety, I guide him through the activity. First, I check to see if he
understands what he is being asked to do. There are times when he feels safe enough to do the

activity on his own and he will only ask one or two question regarding the activity. However, if
he seems to be feeling unsafe or unsure of what to do, I guide him through the activity.
Sometimes, this involves asking him guiding questions and sometimes, it involves providing a
visual example for him to feel more comfortable and safer in doing the exercise.
Overall, this student is extremely capable. He has showed me that anxiety does not
necessarily impact a students academic abilities. What it can affect is their ability to learn and
therefore, as a teacher, it is important to create certain accommodations that fit their needs and
continue to maximize their learning potential. It is a matter of working together, with teachers,
staff, and parents or guardians, in order to help students like him succeed in the classroom.
The second student, for whom accommodations have to be made, is a hyperactive male
student. This student sits in the middle of the classroom, on the third row that is closest to the
back of the classroom. From the moment he enters the classroom, to the moment he leaves the
classroom, this student is constantly moving and playing with objects (i.e. a ball of paper, a
rubber band, a pen cap, etc.). He is constantly distracted and tends to be very impulsive. For
example, although he knows that throwing things across the classroom is not correct, he cant
stop himself from doing it. This student presents inattention, impulsiveness, and hyperactivity.
Through the implementation of relatively simple accommodations to the classroom
environment or teaching style, this student can maximize his strengths. Some of the
accommodations that I have noticed to be helpful when dealing with this student include the way
I approach him. Instead of talking to him in front of the whole classroom about his hyperactivity
and impulsiveness, I ask the student to come to my desk. I find that he pays closer attention to
what I say when we are in a quieter and less populated area. In addition, I avoid lecturing and
criticism; rather, I use prudent reprimands for his misbehavior. I remind him of how capable he is

and encourage him to do some self-monitoring of behavior (i.e. throwing things, calling out,
etc.). I also assist the student in setting short-term goals. For example, I encourage him to have
nothing on his desk but a pencil and a notebook. This allows me to regularly check his desk and
notebook for neatness, encourage neatness rather than penalize sloppiness, and praise the
student. Another accommodation that I find useful for the student is having him work near my
seat. When the student works near me, he tends to focus more, behave better, and get the
assignments done on time. Overall, this student is also very capable. He is a student that cares
about his grades and his schooling.
In conclusion, it can be said that there are multiple ways in which a teacher can
accommodate students needs. In no way should the fact that a student has special needs stop the
teacher from finding ways to maximize students learning potential and meet their needs. The
students that I have worked with this semester have taught me that behaviors, such as anxiety
and hyperactivity do not necessarily impact a students academic abilities. What it can affect is
their ability to learn. Therefore, it is important that I accommodate students needs and continue
to maximize their learning potential. We have to work together; teachers, staff, and
parents/guardians, in order to help students with special needs succeed in the classroom.