ACCOMODATIONS IN

DIVERSIFICATION
Gifted and Talented Student (1)
I will utilize this student as an apprentice and/or student mentor where appropriate,
such as during our research for presentations and group think activities. While I will
utilize the student in this manner, I will be very careful to ensure the groups interests
closely mirror the gifted student. I will also allow this student to pursue their individual
interest independently (Independent Study), such as allowing them to research a specific
Court system outside that of the directive and/or allow them to research a specific Judge
for whom they have interest in researching. I will check to ensure that the student may
not require individual tasks where they need assistance; an example may be with helping
them in creative writing, organized process, etc. with their assignments. I will always
encourage this student to achieve at an ever higher level, meaning to seek greater
understanding of the lessons, yet I will not expect true perfection.
Students on IEPs (3)
Its important that I know/understand what disability(s) my 3 IEP students have (physical,
mental, social, or emotional)? I will assume there will be some differences.
I know this will not be a cookie cutter process for me to set up a learning strategy.
However, I will know what the listed objectives are for my IEP students and plan
accordingly. Some specific accommodations will include providing support in the areas
of written language; an example may be to have the student(s) verbalize to me the nature
of their understanding, and possibly have a group member write the information down.
When giving direction, I will always have eye contact with these students, confirm
understanding, and provide structured (written/organized) expectations. If needed, I will
provide 1:1 teaching. I will be sure to scaffold these students (further understanding on
taking notes/computer skills, etc.) and ask questions for knowledge retrieval, if needed.
As far as learning strategies, I may use mnemonics; simplify summaries in lecture
material, etc.). I can and will read exams aloud to the students if needed, and give
clarification to word meaning as well as provide smaller steps to solutions.
For emotional control, I will use non threatening tones, with acceptable body language
and social skills. When the assignment process is in full swing, it will be important for
me to provide positive reinforcement (Informal Assessment) but encourage responsibility
and reinforcement. While working closely with the Special Education Teachers, we will
monitor where any errors are occurring so that we can gain clues on where any
difficulties may lie; its critical we keep interests and motivation high and on track.

 Visually Impaired Student (1)

I will ensure that my student has the proper training in any orientation/mobility needs and
will know in advance of any adapted computer technologies. I will take advantage of
other modalities as needed; an example will be using simulations, guest speakers, and
DVDs so the students can relate to the information being presented. You will notice that
my lectures are somewhat limited just in case my student will have limited auditory
reception; many of my activities involve live learning modules and group activities.
During group think exercises, I will limit any uncertainty or anxiety by ensuring this
student has a partner to help him/her around the classroom and can relate pertinent
information. If you will notice in my lessons, all of them have a verbal instructional
modes, except for my one (1) homework assignment, thus my visually impaired student
will always have a step-to-step learning process with sound during this Unit. I will look
for Braille copies in research materials to help with our group think activities and
presentations and where I can use hands-on activities.