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In Grade 5 we give extra support to students who need it. We give students choice and additional time if needed. Unfortunately we cannot do much acommodations if students don't have an IEP.

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I think we are addressing this by using UDL strategies. One that we used last year was a bilingual vocabulary guide for our novel study. All students had access to visuals and translations for words they needed to know to understand the story.

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Importance of keeping the learning target the same for all -- use differentiation for content, process, or product accommodations

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I am in the primary school. For accommodation, we do give extended time for some students on certain activities. Also, we have differentiated booklets. These come with extra examples, picture clues, and word boxes to guide students in their learning.

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We offer students choice, we give time extensions, we offer multiple means of engagement and representation whenever possible

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For the students that need more support, we often help them by including more visuals on their versions of the worksheets or booklets. We also use differentiation for course materials, especially our unit booklets.

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by diversifying assessment tools

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My cynical first response: We don't accommodate diverse learners! But... In group work, we offer students the option to have a scribe, a reader, a questioner, or another role that would give access to students with difficulty in reading/writing/speaking.

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Importance of addressing the misconceptions that were raised with both students and parents/families

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by diversifying assessment tools and different types of questions

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I find that many students in primary will tell you when they need something. You also, as a teacher, should be able to recognize when a student is in distress and try to open dialogue on how to help them. When students are disorganized, I often work with them to help them organize. This usually results in much happier students who have less clutter!

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We don't really involve them in accommodations but we try to notice when certain UDL tools are useful.

Some students respond positively when they are given choices such as reading a book aloud in class and letting students pre-read or re-read with an audio version.

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provide a variety of materials, e.g. big blocks, small blocks, sensory toys, different coloring materials

incorporating hands-on activities, videos, songs

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I have just spoken to students who clearly need accommodations to try to understand what they need exactly. I would like to do more, formally.

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We try to have multiple means of engagement - text, supporting video, images etc and on occassion we have choice for form of expression. We try to vary tasks. Frankly, I don't think we do enough to support students with learning needs within the lessons.