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Student with Hearing Loss - Dr. Warren
This student uses a hearing aid but struggles to follow along during whole-group discussions in noisy environments. They often miss instructions or peer comments.

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Seat the student near the front and in well-lit areas where they can see facial expressions and lips for cues.

Provide opportunities for collaboration in smaller groups to reduce background noise.

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Provide written or visual directions alongside oral instructions.

Use captioned videos for multimedia content.

Summarize peer responses in writing (on the board, in a chat tool, or a quick note).

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Allow student to participate in discussions via digital tools (e.g., Padlet, Google Docs chat) if they miss something orally. Give options for demonstrating knowledge (presentation slides with text, projects, or portfolios instead of only oral participation).

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Student Profile One - Anna Claire Carlock

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Student Profile One - Anna Claire Carlock

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Visual Learner with ADHD

This student prefers to learn through visuals but struggles to stay focused during long
lectures or extended reading tasks.

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English Learner(EL)- This student has limited English proficiency and is shy about speaking in class. They understand more than they can verbally express

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Student Profile Three - Gifted Student - Katelyn Lippold

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Student Profile Three - Gifted Student - Katelyn Lippold

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This student masters new material quickly, finishes assignments early, and often becomes
bored when lessons move slowly.

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Student Profile Four Mary Katherine Alums

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Student Profile Four Mary Katherine Alums

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This student has difficulty decoding words and avoids reading aloud. They understand concepts better when listening to text than when reading independently.

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Student with Autism Spectrum Disorder (ASD) - Jocelyn

This student is highly knowledgeable about specific topics of interest but struggles with changes in routine and group work. They may experience sensory overload in noisy environments.

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Student Profile One - Anna Claire Carlock

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Student Profile One - Anna Claire Carlock

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Seat the student towards the front of the classroom, away from possible distractions.

Allow the student to use small fidgets (ie Little Ouchies, Needohs, Pressure Rings) that will help them divert excess energy.

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Allow this student to sit closer to the front to keep them more engaged while being a teacher that speaks slowly so they have time to understand what you are teaching.

Have group time where students can talk and make connections.

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Seat student near the front of the room to eliminate possible distractions

Provide time for independent exploration and hands-on activities during lessons to encourage engagement

Facilitate many whole-group discussions and turn and talks during lessons

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To keep the student engaged, they can sit near the front of the class or sit near a student who is a strong reader. The teacher can also provide the student with audio books so they can hear and see the text.

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Offer lessons that use a topic of interest as examples to keep the student engaged.

The student can be set near the front to help block out distractions and cut back on some noise.

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Student Profile One - Anna Claire Carlock

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Student Profile One - Anna Claire Carlock

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Create presentations with plenty of visual aspects.

Create instructions with photo representations

Teach using videos.

Create pictures to go along with reading tasks.

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Provide more visual aids so the students can make connections with the material being learned.

When watching videos, turn on close captioning to help with the students comprehension.

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Provide student with additional activities to complete when they finish early- interactive worksheets, games, etc.

Incorporate a variety of slides with visual aids in lessons to make lessons feel more engaging and fast-paced

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Provide the student with ways to hear notes and other written material.

Allow the student to participate in hands on learning such as writing letters in sand or use blending boards.

When watching a video, turn on captions so the student can see what the video is saying.

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Provide different questions and material based around their favorite topics that still teach the standard.

Provide an area for them if they get overwhelmed. Also provide noise canceling head phones if needed.

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Student Profile One - Anna Claire Carlock

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Student Profile One - Anna Claire Carlock

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Give student options for visual representations of learning. (Creating comics to summarize reading, create a video explaining what they learned, posterboard presentations, etc.)

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Encourage student to challenge themselves by reading more advanced books- allow them to choose a book when they finish early

Give options for student to choose from when they finish assignment early

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Allow students to work in groups and give each student an assigned role. This allows the student to build confidence in their language skills while contributing to a group.

Peer-tutoring during small group activities.

When students are done with work, they can use technology to play a game that will allow them to practice their language skills.

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Let the student choose books that they are interested in and have them practice reading the book in a small group.

Allow the student to provide an oral response to questions rather than them writing a response.

Let the student share something they learned about a book that was read in the class.

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Allow student to do projects on the topics they enjoy and find interesting. Allow student to step away if need be.