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Directed Questions
Curricular Design
Directed Questions for Lesson 3:
Traditional Interpretations and Applications
Multiple Choice
Attention: ONLINE RESPONDING IS DISABLED
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1.
Identify and describe two considerations when selecting accommodations for a student with a mild disability.
example:
Sample response:
The first consideration is that accommodations are not dependent on the student´s label, they are dependent on the characteristics of that individual student and related to the content that student is learning. This was new for me; I thought all kids with LD needed extended time to take all tests and complete all assignments. I didn´t realize that some students with LD only need extended time sometimes, not always. For example, when taking a multiple choice test, the student may not need extended time. When taking a written essay test, the student may need extended time. It all depends on the student and also on the content. The second consideration is whether or not having an accommodation changes the student´s targeted outcome. For example, if the student must write a persuasive essay and the focus is on the writing, then tape recording the persuasive essay may not be an accommodation that "matches" and it may be an accommodation that defeats the outcome purpose-writing persuasively, not talking persuasively.
2.
Identify and describe five traditional accommodations.
example:
Sample response:
The first traditional accommodation is having a student who has a low reading level listen to a chapter on audiotape instead of reading the chapter silently. The second traditional accommodation for a student who has problems with handwriting coordination is to allow the student to use a computer for writing instead of writing by hand. The third accommodation is have a student use a calculator for computations in word problems instead of having to solve the problems without a calculator. A fourth traditional accommodation is providing an outline of the lecture notes to help a student stay focused and organized when listening to or watching a lesson presentation. The fifth traditional accommodation is providing extended time for a student to complete an assignment or test, which helps a student who needs more time than other students to think through and write responses.
3.
Given the accommodations you described in Question 2, provide examples that include what most students in your class would be doing and match that to each of the accommodations you described. Be sure your content outcome is evident in your response.
example:
Sample response:
It´s easiest for me to use a chart to show this response instead of writing sentences. The history content outcome is that students will identify five cause/effect relationships and determine whether there is a pattern of the number of years that go by between the five cause events.
Question 2 response
Most students will:
The student with an accommodation will:
1. audiotape
1. read the history chapter silently to themselves
1. hear the history chapter on audiotape
2. writing software on computer
2. write the cause/effect relationships with a pen or pencil
2. use the software on the computer to write the cause/effect relationships
3. calculator
3. this doesn´t seem to apply to history, but I´ll try: figure out how many years between major events to discern a pattern
3. use the calculator to subtract, like 1898 - 1782 to determine how many years between major events to discern a pattern
4. outline
4. students take notes on blank sheets of notebook paper as I present the cause/effect
4. take notes on an outline of my notes that shows what major topics and cause/effect events I´ll be presenting
5. more time
5. students must turn in their quiz at the end of the class period
5. student can go to the school media center and has 30 more minutes to complete the history quiz
4.
For the outcome you described for most students in Question 3, describe two adaptations.
example:
Sample response:
One adaptation is that a student might describe two instead of five cause/effect relationships. Another adaptation might be that a student just tells how many years between the two cause events, and doesn´t have to determine whether there is a pattern.
5.
For the adaptations you described in Question 4, describe characteristics of a learner who might require those adaptations.
example:
Sample response:
A learner with learning disabilities who has difficulty organizing information may need the adaptations I noted in Question 5. The learner might also have a very low reading level and have problems taking in a lot of new information, so the challenge for that student is the adapted outcome rather than the outcome that most students are working toward.
6.
Given what you currently know and do in your teaching, identify two strengths that already accommodate for learners and target two areas that you would like to enhance. Describe your plan for implementing the two new areas, including how those areas would be done in your classroom with your content.
example:
Sample response:
I already provide outlines for all students in history, because this helps me to get organized and I find it easier for all of us when I do this. I also already allow students who need extra time to finish a quiz go to the school media center to finish the quiz, provided their next period teacher OK´s this ahead of time. One area I´d like to tap into is the use of technology like a Kurzweil reader for students who cannot read the school system´s history textbook. My plan for this is to talk with the media center person, my principal, my history teammates, and the special educator at my school to see if the funds for the Kurzweil reader can be raised. This may be a good project for our PTA. The second area I´d like to use is more varied presentations of new content. I don´t usually use pictures or illustrations when describing events, or graphics when showing relationships among events. I can see how this would help students remember and understand the new content. I plan to see if the graphics on computer programs (like PowerPoint) or other internet sites can help me do this.
