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Reading out loud, pages 6-10: Students who struggle with reading or reading at grade level, or those who have social problems, may struggle to accurately and comfortably read the text out loud.

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The educator could make sure that texts are provided in dyslexic-friendly fonts, that the text is easy to read in regards to font and how it is blocked off, and could have students read on a voluntary basis or in small groups to target comfortability levels. For students who need further assistance with accessing the text, an auditory recording to the material could be provided.

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This relates with the principle of providing multiple means of representation. Having several methods of presenting the text in visual and auditory ways presents the texts to learners who are visual and/or auditory learners. This meets the guideline of perception. In addition, the guideline of comprehension is met to maximize retention and guide how information is taken in.

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Boo Radley quote worksheet:, pages 16-7 Students who struggle with reading, transferring written information to another source, or writing may struggle to complete this assignment.

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The educator could allow students to, instead of writing out the quotes or looking at the text solely as a print form, to orally or visually express their ideas to the teacher or to other students to gauge understanding.

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This relates with the principle of providing multiple means of expression. Solely having a written format of assessment limits what students are able to show in what they know, and having an oral or visual way to express their learning would be more accessible.

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Urban legends topic discussion, page 27: Students who are from a minority group or who are from different cultures may not be familiar with the urban legends that the teacher brings up in discussion.

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The educator should research to make sure to include urban legends and myths from a variety of time periods, cultures, and countries, in order to reach and engage the interests of students from all backgrounds. They should also present urban legends from all cultures in a positive light.

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This relates with the principle of providing multiple means of engagement. Relating to all cultures expressed in a classroom will pique and hold interest, and encourage those who feel they don't fit in culturally to collaborate with everyone else.

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Paper Bag Collage Assignment, page 33: Students who are easily distracted or overwhelmed by so many stimuli could struggle with staying on task during this assignment. The assignment has students choose from a variety of personal objects from their homes, newspaper and magazine articles and images, and other small objects to represent themselves, which they must place in a paper bag.

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The educator should be sure to set limits to what items can be brought in the classroom, the spaces that are used, the amount of time, level of noise, collaboration, and number of items. Students who have difficulty could also complete a digital paper bag collage assignment where they use words and digital images if it keeps them more focused. This ensures that everyone is staying on task. For this sort of activity where there is a lot of motion and things going on, it might be best to have a separate area where students who are easily distracted or overwhelmed can work and discuss with each other.

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This relates with the principle of providing multiple means of expression. Students who struggle with lots of stimuli are able to work with technology or with limited items, or even to be in separate areas in order to stay on task.

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Prejudice multiple choice test, page 39: Students who struggle with processing large amounts of information through a text, or who have difficulties reading at grade level, may have trouble reading and completing a test such as this one.

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Educators can have students who struggle with completing tests like this to do the test verbally with the educator or with other educators, be able to provide dyslexic-friendly tests with fonts and text sizes that are easier to read, and to have options that have the material explained in a different way for students who struggle with comprehension.

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This relates with the principle of providing multiple means of representation. Several methods of presenting the test, whether auditory or visually, may help to engage all the students.

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Honorific titles activity: In this activity, students will go through all their names and add 'proper' titles such as Ms. or Mr. to their names, and discuss what they mean in the context of characters in the novel or to themselves. For students who are non-binary, meaning they don't conform to the gender binary, this may present a problem.

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Including discussion of non-binary titles, such as Mx., would be good to be inclusive to those who fall out of the gender binary spectrum in the classroom, or to raise awareness of non-binary individuals.

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This relates with the principle of providing multiple means of engagement. Those who are non-binary in the classroom may feel excluded by the discussion of the gender binary and with titles, and including them might make them feel like they are part of the community and help them be more motivated to be engaged.