Shauna Anderson

EDUC 450
TWS - Accommodations and Differentiation
1. What specific ways have you included to make certain student learning needs are being met?
In other words, how have you differentiated your instruction, modified content, or provided
accommodations to meet the needs of your students in your classroom? Include two specific
examples of students (without using names) for whom you provided modifications,
accommodations, or ,at least, specific differentiation. Create 2 hypothetical examples if you do
not have students who are on an IEP or 504.
I have a Freshman student in French 1 with an IEP plan for Asperger's syndrome. As a
result of this, her plan includes accommodations for her in-class learning and note -taking
allowing her to draw and doodle on a piece of paper instead of taking notes or participating in
class group work. As far as my differentiation with her on homework assignments and written
work, she and I have decided that she will get the work done on her computer and email it to me
when she has completed it even if it is after the due date. This works well for her and she doesn't
get stressed or feel pressure when a due date is looming. She knows she can get it done on her
time and I will accept it. I have used her incredible artistic talent in the class and have asked her
to draw French monuments and people and have hung them up in the classroom with the other
students' work. During group work or games, she is my partner. She has blossomed this year and
has opened up to the other students and participates so much more than I ever thought she would.
And even though she is doodling instead of taking notes during lecture, she scores at the top of
the class on assessments which shows me that she is listening and learning in her own way.
Another student is a Freshman in French 1 who has a 504 plan for ADHD. I created a
seating chart that allows him to be in the front of the classroom so he doesn't get distracted by
other students and can focus on instruction. He is a very outgoing and funny young man but

struggles with organization and when he comes into class his papers are literally flying out of his
backpack and his arms. With his parents, counselor and of course him, we decided to come up
with a plan for writing down his assignments every single French class in a planner that I have to
sign. This has been working well and he has gotten into the habit of reminding me at the end of
class to sign off on his assignment notes! I have differentiated his instruction by meeting with
him during lunch and my planning period to have one-on-one tutoring as he is sometimes
distracted and overwhelmed in class during the introduction of a new unit. I break down the
concepts into smaller ideas so he isn't overwhelmed.