Students Name: _Shelby (Hageness) Boucher_____________

You are an accommodation specialist and will give two strategies for each of
the 5 disability areas to help these students in the classroom. You will also
provide justification of why you choose these strategies. Use the information
you learned from the textbooks as well as from resources provided in this
Module. Please write answers below and submit your completed work on
Blackboard.
Example:
Strategy #1: The first strategy I would use for this student is (provide
strategy). I choose this strategy as this student has ADHD and students with
ADHD may have difficulty with (add characteristics here) This student would
benefit from the strategy I found in the _____textbook on page or resources
(add resource info), because it will (provide justification here).
1) ADHD Case Study
Jeremy is a 2nd grade student who has been identified with ADHD. During an
observation, it was noted that Jeremy focuses on the teachers instruction by
holding eye contact one minute out of every five-minute interval. Jeremy is
unable to answer questions related to the teachers instruction. Therefore,
Jeremy is off task 80% of the time during teacher instruction with no
recollection of information presented. Jeremys desk is disorganized and he
has difficulty with work completion.
Strategy #1: The first strategy I would use for this student is repetition
of instruction. I choose this strategy as this student has ADHD and students
with ADHD can have difficulties staying focused on the lesson. This student
would benefit from the strategy I found in Modifying Curriculum for the
Special Needs Child in the Regular Classroom, 2 nd edition on page 12,
because it would give Jeremy multiple opportunities to listen to and discuss
the information being taught. It would keep the instruction new and exciting
with different ways of presentation.
Strategy #2: The second strategy I would use for this student is the
use of an assignment notebook. I choose this strategy as this student has
ADHD and students with ADHD can have difficulties with organization. This
student would benefit from the strategy I found in Modifying Curriculum for
the Special Needs Child in the Regular Classroom, 2 nd edition on page 12,
because it gives the student a simple way to organize his assignments.
Jeremy would be able to write down his assignments and check them off
when completed, keeping him more organized.
2) Emotional Behavior Disorder Case Study
Kyle is a 4th grade student with average intelligence. Kyle does not enjoy
writing. Kyle makes barking noises in class when he is presented with
writing assignments; writing is difficult for Kyle. Kyle also has difficulty
making friends and plays alone during recess.

Strategy #1: The first strategy I would use for this student is peer
tutoring. I choose this strategy as this student has an emotional behavior
disorder and students with emotional behavior disorders can have difficulties
making friends. This student would benefit from the strategy I found in
Modifying Curriculum for the Special Needs Child in the Regular Classroom,
2nd edition on page 9, because it would give him a structured time to spend
with a peer. I would have them work together during a subject that Kyle
enjoys so it is a positive experience for him while working with a peer.
Strategy #2: The second strategy I would use for this student is
alternative assignments for writing. I choose this strategy as this student has
an emotional behavior disorder and students with emotional behavior
disorders can have difficulties with subjects they dont enjoy. This student
would benefit from the strategy I found in Modifying Curriculum for the
Special Needs Child in the Regular Classroom, 2 nd edition on page 13,
because it would give him an alternative to writing, which he doesnt like. He
would be able to record himself or voice-to-text a paper, this would decrease
his writing anxiety but still allow him to learn the same materials as the other
students.
3) Learning Disabilities Case Study
Roger is a 6th grade student with learning disabilities in reading. He has
above average intelligence, comprehends information that is presented orally
at or above his grade level, and he reads at the 3 rd grade level. When
working with a teacher in the area of reading, he does not like to be corrected
or accept help and will state that he knows the information.
Strategy #1: The first strategy I would use for this student is colorcoding important information. I choose this strategy as this student has a
learning disability in reading and students with learning disabilities in reading
may have a hard time picking out and comprehending the important parts of
a text. This student would benefit from the strategy I found in Modifying
Curriculum for the Special Needs Child in the Regular Classroom, 2 nd edition
on page 9, because it will show the student what parts of the text to pay
attention to while reading. It will also allow the student to have less
information to read which would lead to less frustration.
Strategy #2: The second strategy I would use for this student is stating
a purpose for reading. I choose this strategy as this student has a learning
disability in reading and students with learning disabilities in reading may
have difficulties with comprehending what they have read. This student
would benefit from the strategy I found in Modifying Curriculum for the
Special Needs Child in the Regular Classroom, 2 nd edition on page 11,
because it gives the student a purpose for reading. By stating the purpose for
reading, the student will have a background of knowing what he is reading
about which gives him a better understanding while he is reading and will
help him focus on the main points.

4) Intellectual Disabilities Case Study

Mary is a 5th grade student with intellectual disabilities. She is very friendly
with adults and children. When working in small groups or in a one-to-one
setting, Mary talks excessively instead of working. Mary enjoys hugging her
classmates and asks her classmates to hold her hand.
Strategy #1: The first strategy I would use for this student is using a
variety of large group interactions. I choose this strategy as this student has
an intellectual disability and she has a hard time focusing while part of a
small group. This student would benefit from the strategy I found in Modifying
Curriculum for the Special Needs Child in the Regular Classroom, 2 nd edition
on page 9, because it allows Mary to stay part of a larger group and stay
engaged. There are also times throughout the lesson that she is able to talk
to other students but the large group discussions are structured in a way she
can stay on track.
Strategy #2: The second strategy I would use for this student is
appropriate placement in the room near the teacher. I choose this strategy as
this student has an intellectual disability and she enjoys conversing with
peers instead of working. This student would benefit from the strategy I found
in Modifying Curriculum for the Special Needs Child in the Regular Classroom,
2nd edition on page 9, because it would put the student in a position near the
teacher to discourage peer conversations during learning times. It would also
put her in a position for help if she were to need it while completing her
assignments.
5) Autism
Cory is a 3rd grade student with autism who is nonverbal. When Cory
becomes overwhelmed by too much visual stimuli and/or during transitions
throughout the day. Cory demonstrates antecedent behaviors such as highpitched sounds, humming, and/or hand flapping when he becomes
distressed. Unless an adult intercedes with interventions during this time,
Cory will bang his head on the desk, wall, or floor.
Strategy #1: The first strategy I would use for this student is a visual
schedule. I choose this strategy as this student has autism and students with
autism may have difficulties with transitions throughout the day. This student
would benefit from the strategy I found in the PowerPoint Inclusive Strategies
with ASD on slide 27, because a visual schedule would help the student
prepare for what is coming next in their day.
Strategy #2: The second strategy I would use for this student is a quiet
corner. I choose this strategy as this student has autism and students with
autism may have difficulties with all of the stimuli in the room. This student
would benefit from the strategy I found in the PowerPoint Inclusive Strategies
with ASD on slide 13, because it gives the student an area to relax and collect
himself with minimal stimulations. This quiet corner could be accessed when
needed throughout the day.