Danielle

Donato
Core Assignment
Accommodations Menu

A. Specific Learning Disabilities
a. Definition- a disorder in 1 or more of the basic psychological
processes involved in understanding or in using language, spoken or
written, which disorder may manifest itself in the imperfect ability to
listen, think, speak, read, write, spell, or do mathematical calculations.
(IDEA 2004)
http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CA
%2C602%2C30%2CA%2C
b. Characteristics- Academic problems, disorders of attention, poor
motor abilities, psychological process deficits and informationprocessing problems, lack of cognitive strategies needed for efficient
learning, oral language difficulties, reading difficulties, written
language problems, mathematical disorders, social skill deficits.
http://www.projectidealonline.org/v/specific-learning-disabilities/
c. Accommodations- For some students who read slowly or with
difficulty, a read-along technique may be used with taped texts and
materials to allow learning of printed materials. For students with
memory problems or difficulty taking notes, a fellow student might
share notes; the student might tape the lesson; or the teacher might
provide a copy of the lesson outline. For students who read below
expected levels, educational videos and films or talking books can
provide the general information that cannot be acquired from the
printed page. For students with short-term memory problems (e.g.,
understand math processes, but have short term memory problems
that interfere with remembering math facts), a table of facts or a
calculator could be provided. For students whose handwriting is slow,
illegible or includes many reversed letters, a cassette recorder or a
computer with word processing software could be used for written
work or tests. For students who have difficulty with spelling, a
misspellers dictionary or computerized spell checker can help make
written materials readable. http://ldaamerica.org/accommodationstechniques-and-aids-for-learning/
B. Intellectual Disabilities
a. Definition- The child exhibits a pattern of strengths and weaknesses
in performance, achievement, or both, relative to age, State-approved
grade-level standards, or intellectual development, that is determined
by the group to be relevant to the identification of a specific learning
disability, using appropriate assessments. (IDEA 2004)
http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CD
%2C300%252E309%2Ca%2C2%2Cii%2C
b. Characteristics- Intelligent quotient (or I.Q.) is between 70-75 or
below, significant limitations in adaptive behaviors (the ability to

adapt and carry on everyday life activities such as self-care,

socializing, communicating, etc.), the onset of the disability occurs
before age 18. http://www.thearc.org/learn-about/intellectualdisability
c. Accommodations- Listen to audio recordings instead of reading text,
learn content from audiobooks, movies, videos and digital media
instead of reading print versions, work with fewer items per page or
line and/or materials in a larger print size, have a designated reader,
hear instructions orally, record a lesson, instead of taking note, have
another student share class notes with him, be given an outline of a
lesson, use visual presentations of verbal material, such as word webs
and visual organizers, be given a written list of instructions.
https://www.understood.org/en/learning-attentionissues/treatments-approaches/educational-strategies/commonmodifications-and-accommodations
C. Emotional Disturbance
a. Definition- Emotional disturbance means a condition exhibiting one
or more of the following characteristics over a long period of time and
to a marked degree that adversely affects a child's educational
performance. (IDEA 2004 Sec. 300.8 C.4.i)
b. Characteristics- Hyperactivity (short attention span, impulsiveness),
aggression or self-injurious behavior (acting out, fighting), withdrawal
(not interacting socially with others, excessive fear or anxiety),
immaturity (inappropriate crying, temper tantrums, poor coping
skills); and learning difficulties (academically performing below grade
level). http://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/teaching/Disabilities/Services%20to%20Children%20with%
20Disabilities/Disabilities/disabl_fts_00012_061105.html#characteri
stics
c. Accommodations- Preferential seating, especially near the door to
allow leaving class for breaks. Assigned classmate as volunteer
assistant. Beverages permitted in class. Prearranged or frequent
breaks. Tape recorder use. Note taker or photocopy of another
student's notes. Early availability of syllabus and textbooks.
Availability of course materials (lectures, handouts) on disk. Private
feedback on academic performance.
http://www.washington.edu/doit/academic-accommodationsstudents-psychiatric-disabilities
D. Orthopedic Disabilities
a. Definition- Orthopedic impairment means a severe orthopedic
impairment that adversely affects a child's educational performance.
The term includes impairments caused by a congenital anomaly,
impairments caused by disease (e.g., poliomyelitis, bone tuberculosis),
and impairments from other causes (e.g., cerebral palsy, amputations,
and fractures or burns that cause contractures). (IDEA 2004)

http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CA
%2C300%252E8%2Cc%2C8%2C
b. Characteristics- The IDEA category of orthopedic impairments
contains a wide variety of disorders. These can be divided into three
main areas: neuromotor impairments, degenerative diseases, and
musculoskeletal disorders. Spastic (very tight muscles occurring in
one or more muscle groups that result in stiff, uncoordinated
movements), athetoid (movements are contorted, abnormal, and
purposeless), ataxic (poor balance and equilibrium in addition to
uncoordinated voluntary movement), mixed (any combination of the
types) http://www.projectidealonline.org/v/orthopedicimpairments/
c. Accommodations- Classrooms in accessible locations and a place for
faculty to meet with the student, extra time to get from one classroom
to another, especially in inclement weather, note takers, use of tape
recorders, laptop word processors, or photocopying of notes from
peers, test accommodations: extended time, separate "quiet" place,
scribes, access to adaptive computer stations, special computer
hardware/software; voice activated word processing, word
prediction, keyboard modification, alternative mice, extra time for
assignments due to slow writing speed, accessible parking close to
buildings and/or tram services, course waiver or substitution for
qualified students, special seating in classroom, advanced planning of
field trips to ensure accessibility, adjustable tables and/lab work
stations. http://www.gavilan.edu/drc/orthopedic.html
E. Visual Impairment
a. Definition- Visual impairment including blindness means an
impairment in vision that, even with correction, adversely affects a
child's educational performance. The term includes both partial sight
and blindness.
b. Characteristic- Eyes that dont move together when following an
object or a face crossed eyes, eyes that turn out or in, eyes that flutter
from side to side or up and down, or eyes that do not seem to focus,
eyes that bulge, dance, or bounce in rapid rhythmic movements pupils
that are unequal in size or that appear white instead of black repeated
shutting or covering of one eye, unusual degree of clumsiness, such as
frequent bumping into things or knocking things over frequent
squinting, blinking, eye-rubbing, or face crunching, especially when
theres no bright light present, sitting too close to the TV or holding
toys and books too close to the face, avoiding tasks and activities that
require good vision.
http://www.parentcenterhub.org/repository/visualimpairment/
c. Accommodations- Adjust lighting for alternative source and
illumination type (natural, incandescent, halogen, fluorescent), use
large print in communications and documents; also use electronic and
braille communications, use large print, braille labels, or tactile dots

on equipment, tools, facilities, and documents, provide magnification

devices (e.g., magnifying glasses), use electronic text and voice mail
communiqus instead of written notes, assign human readers to help
with printed and handwritten materials that cannot be converted
electronically, adjust work schedule to allow for mass transit rather
than car use, provide for sharing or switching certain job tasks.
http://www.afb.org/info/living-with-vision-loss/for-job-seekers/foremployers/accommodations-for-workers-with-vision-loss/types-ofaccommodations/12345
F. Autism
a. Definition- Autism means a developmental disability significantly
affecting verbal and nonverbal communication and social interaction,
generally evident before age three, that adversely affects a child's
educational performance. Other characteristics often associated with
autism are engagement in repetitive activities and stereotyped
movements, resistance to environmental change or change in daily
routines, and unusual responses to sensory experiences. (IDEA 2004
Sec. 300.8 C.1.i)
b. Characteristics- An unusual insistence on routine, a preference for
being alone or aloofness, a resistance to being held or touched,
spinning objects or unusual sensory interests in objects (e.g. peering
at objects, sniffing or licking non-food items, watching objects fall),
engaging in repetitious motor movements (e.g. running in circles,
jumping more than usual), repeating words or phrases, laughing,
crying or showing distress for no apparent reason, no response to
verbal instructions despite normal hearing test.
http://www.autismtreatmentcenter.org/information/autism_sympto
ms.php
c. Accommodations- Timing and Schedulingthese accommodations
may include extended time for written or verbal response, classwork,
assignments, and tests; multiple breaks throughout a students work
period or across the school day; and preferential scheduling to
accommodate a students needs. Settingas in providing a setting
that reduces distractions, or providing special equipment that may be
necessary in a classroom or that may only be provided in a particular
school. Presentationexamples of presentation accommodations are
providing materials in large print or Braille, books on tape, visual
cues, or notes; or providing a human reader, someone who reads all
written text. Responsesuch accommodations may be to provide
students with a scribe, a graphic organizer, calculator, electronic note
taker, or speech-to-text equipment. http://specialed.howardautism.org/accommodations-vs-modifications/

Lesson Plan:
Standard Area - CC.2.3: Geometry
Grade Level - CC.2.3.1: GRADE 1
Standard
CC.2.3.1.A.1: Compose and distinguish between two- and three-dimensional shapes
based on their attributes.
http://www.pdesas.org/Standard/Views#106|14123|0|0

Grade Levels
1st Grade
Standards
Related Academic Standards
Assessment Anchors
Eligible Content
Big Ideas
Geometric relationships can be described, analyzed, and classified
based on spatial reasoning and/or visualization.
Patterns exhibit relationships that can be extended, described, and
generalized.
Concepts
Fractions

Two and Three
Dimensional

Objectives
In this unit, students will compose and distinguish between two-dimensional and
three-dimensional shapes based on their attributes and partition two-dimensional
shapes into halves and quarters. Students will:
Recognize and draw two-dimensional shapes having specified attributes,
including circles, triangles, squares, and rectangles,
Partition circles and rectangles into two or four equal shares.
Compose and recognize three-dimensional shapes, including: cubes, prisms,
cones and cylinders.


Essential Questions


How can the application of the attributes of geometric shapes support
mathematical reasoning and problem solving?

How are spatial relationships, including shape and dimension, used to
draw, construct, model, and represent real situations or solve problems?


Related Unit and Lesson Plans

 Describing Shapes
Partitioning Shapes
Three-Dimensional Shapes


Related Materials & Resources
The possible inclusion of commercial websites below is not an implied
endorsement of their products, which are not free, and are not required for
this unit.


Circus Shapes by Stuart J. Murphy. Harper Collins, 1998

A Fair Bears Share by Stuart J. Murphy. Harper Collins, 1997

Captain Invincible and the Space Shapes by Stuart J. Murphy. Harper
Collins, 2001

The Greedy Triangle by Marilyn Burns. Scholastic, reprint 2008.

Shapes That Roll by Karen Nagel. Blue Apple Books, 2009

Shapes, Shapes, Shapes by Tana Hogan. Greenwillow Books, 1996.

Windows, Rings, and GrapesA Look at Different Shapes by Brian P.
Cleary. Millbrook Press, 2009.

Cubes, Cones, Cylinders, & Spheres by Tana Hoban. Greenwillow Books,
2000

math dictionary with pictures
http://www.mathsisfun.com/definitions/index.html

three-dimensional math game
http://www.adrianbruce.com/maths/3dshapes/3d_math_game.htm

Shapeville http://www.tvokids.com/games/shapeville

three-dimensional nets to print
http://edgalaxy.com/numeracy/2012/8/22/great-collection-of-3d-shapenets-to-print-and-make.html

National Library of Virtual Manipulatives
http://nlvm.usu.edu/en/nav/topic_t_3.html

Illuminations Patch Tool
http://illuminations.nctm.org/activitydetail.aspx?id=27

Accommodations:

Specific Learning Disability: For this lesson a more hands on approach should be
used. Pictures of the shapes should be provided along with material other than
crayons and paper to compose the shape. The teacher should provide material such
as popsicle sticks and play-doh to create 2 and 3 dimensional shapes.

Intellectual Disability: Having hands on material for this disability would be
beneficial as well. However, the teacher should model and demonstrate what should
be done with the lesson to ensure the comprehension of the topic. Along with a
demonstration the student should be provided with written instructions and a
layout of the lesson plan for them to follow along with.


Emotional Disturbance: This student should be allowed to take breaks and be
permitted to have a drink or a snack during the lesson. If the student should get
frustrated during the lesson they should be allowed to have a cool off period where
they can go to a different part of the room and do other work. Written instruction
should be given.

Orthopedic Disability: This student is allowed the use of a computer and a scribe to
complete the work. This student may also have an aid or be paired up with another
student of the class so they can help each other work. Extended time should be
allowed for students with an orthopedic disability.

Visual Impairment: This student should receive a copy of the lesson plan in braille
and or a voice copy, so they are able to follow along. An aid or a partner can help this
student identify the shapes they are learning in class. Blocks and other objects
should be used to represent these shapes so the student is able to feel the edges and
surfaces of the shapes.

Autism: For students with autism they can work one on one with an aid or
paraprofessional to help reduce distractions. Working with hands on materials such
as using popsicle sticks and play-doh to create the shapes would help them learn the
concept as well. Extra time is allowed for this lesson for students with autism. These
students are allowed breaks if and when needed, and should be modeled the
instruction before beginning to do it on their own.