LLC/History
Aisha is a 9th grader with an IEP for processing speed deficits. She understands historical concepts well but takes longer to write essays and organize her thoughts on paper. She's currently failing because she can't finish essays during class time.
How would you accommodate this?
Extended time
Scribe/speech to text
Graphic organizer/sentence starters
Marcus is a 10th grader with an IEP for dyscalculia. He understands the concept of solving linear equations, but struggles with multiplication facts and calculation speed. Today in class, students have 5 minutes to complete 10 problems.
What accommodation could he use?
Request a calculator
Reduced the number of problems
Request extended time
During a 40-minute lecture, a high schooler feels their mind wandering and notices their fingers subconsciously opening tabs to play online games.
Accommodate this!
5-7 minute break
Use a fidget tool
Request teacher notes/guided notes to follow along
Daisy comes into class visibly upset, tired, and overwhelmed after a fight with their parent before school. They are stuck in a stress response and completely unable to focus on the lesson.
Accommodate this!
Take a break (5-7 minutes), step outside of the class
Take a break in class ( draw, use a fidget or comfort item)
Wellness center on demand (up to 20 minutes)
Dexter is a 10th grader with dyslexia. He's interested in the American Civil War and participates actively in class discussions. However, he struggles to read the textbook and primary source documents at grade level.
How would you accommodate this?
Text-to-speech, Provide audiobook versions of texts and scanned documents
Request videos or additional resources to support his understanding ( multimodal approach)
Extended Time
Jasmine is a 9th grader with an IEP for ADHD. She can solve multi-step word problems when she focuses, but she often misreads the problem or skips steps because she rushes through her work.
What accommodation can be implemented to support her success with word problems?
Text to Speech/ Have the question read aloud
Ask for a simplified problem (less words)
1:1 check in with the teacher
Paired with a supportive peer
Sofia is a 9th grader with an IEP for executive function deficits. She has three major projects due this week but hasn't started any of them. She's disorganized and doesn't know where to begin. She's at risk of failing all three classes.
What accommodations does she need to implement?
Extend Time: Extend the deadlines by (amount of time listed in her IEP)
Break each project into smaller checkpoints with due dates
Check-in with Teacher (1:1 or office hours)
Marcus is a 10th grader with an IEP for anxiety and depression. He's been struggling emotionally and missed turning in his English essay. His teacher said he'll get a zero. Marcus is now more anxious and considering giving up on the class.
How would you accommodate this?
Wellness center on demand
Counseling support
Extend Time: Extend the deadlines by (amount of time listed in her IEP)
Extended Time: work on the assignment with support in academic lab
Break each project into smaller checkpoints with due dates
Check-in with Teacher (1:1 or office hours)
A 10th grader opens an assignment for a 5-page research paper and completely freezes. Overwhelmed by the size of the project, they put their head down on the desk.
Request chunking (breaking tasks into bite-sized steps)
In-class Teacher check-in
Request to work in academic lab for the block to get 1:1 support.
Ask for simplified directions or a checklist
Sentence starters/graphic organizer
A teacher announces an upcoming test. Lexie gets anxious about testing in a crowded classroom and being the last one working. L
What should Lexie do to ensure she has a productive testing experience?
Make a plan with the teacher ahead of time to test in the testing center
Prepare teacher allowed notes
Use extended time
Take breaks as needed when testing, to refocus
Break the test into smaller sections
Spark is a 10th grader with an IEP for ADHD. He was absent for 3 days due to illness and missed a major math unit and a history test. He's worried he'll fail because he's behind.
How would you accommodate this?
Extended Time: work in academic lab on the missed assignments/study guide.
Extended Time: Establish a new deadline with Teacher.
Test in the testing center during academic lab when ready.
Jordan is a 9th grader with an IEP for autism spectrum disorder. He struggles with transitions between classes and becomes overwhelmed by the noise and crowds in hallways. He's been late to class frequently and is receiving consequences.
How would you accommodate this?
Noise cancelling headphones
Request to transition to the next class a few minutes early to avoid crowds
Provide a quiet space/comfort items to decompress
Use a visual schedule