# data[].attributes.body
Group 8 CS3

Jose Gallegos

Glenn Lee

Carla Bucio

Accommodation 1:

We discussed increased wait time to allow student to accommodate students social anxiety.

Accommodation 2:

Ryan can make use of his computer to assist him writing if he engages in typing better then physical writing

# data[].attributes.body
Room 8

Carla Bucio

Glenn Lee

Jose Gallegos

Changes in setting/environment: place Ryan in small groups to improve his social skills

Changes in how the curriculum is presented: Suggested to Ryan to make his story into a play and direct it (overcome his social anxiety by interacting with peers)

Changes in how the student responds: Different method of reading for directions and vocabulary skills through playing on his interests (e.g. scavenger hunts)

# data[].attributes.body
room 5

Sarah Diaz

Miguel Neria

Valeria Chavarria

Our Case study our student Graces has dyslexia

Accommodation #1

Time Scheduling

Grace would be offered extended time and frequent breaks during long lessons

Accommodation #2

Changes in the Curriculum

Grace would be provided tactiles for support, color pencils for writing, she will be provided a hard copy of lesson to highlight and make notes.

# data[].attributes.body
Group 7 cs#1

Viviana

Eric

Naomi

Accommodation 1: Break the assignment into a couple of sessions/chuck it

Accommodation 2: Provide student with teacher highlighted notes prior to lesson.

# data[].attributes.body
Room 4 CS3:

Crystal

Nancy

Camila

The accommodations we identified for this student was: Change in how student responds and change in setting.

Accommodation 1: Provided a different way to engage with the reading material such as watching a video on the same theme as the reading in order to support his anxiety with writing. He would then be able to incorporate aspects of his life to write to express what he learned about the theme of friendship.

Accommodation 2: Allowed to express his creativity and writing skills through a series of roles play to gain confidence in participating in whole group projects.

# data[].attributes.body
Group 2

Cs 3

Erika O.

Nuri

Kassaundra P.

Accommodation 1:

Use of audio and digital version of the text

Accommodation 2:

Use of multi-sensory activities to peak his interest and incorporate his target vocabulary

# data[].attributes.body
Room 9/ CS1: Accommodation 1: change in setting/environment - preferential seating for grace to be closer to board/teacher and increase focus and Accommodation #2: changes in how the curriculum is presented: varied lesson presentation using use multi-sensory techniques (graphic organizers, color-coordinated, magnet tiles, base-10 cubes, etc.)

Jazmin Hernandez

Jessica Valle

# data[].attributes.body
Room 6

Daisy Frias

Daisy Cendejas

Azalea Valdez

1. Instead of writing, Ryan can use his oral skills or google slides or drawings to present his ideas and work. He can also do video presentations and oral tests instead of written ones.

2. Ryan can use graphic organizers and visual aids to plan out his stories and thoughts for his plays

# data[].attributes.body
Room 3 - CS1

Fanny Giron Perdomo

Lauren Ottersberg

Fransisco Santos

Accommodation 1: Color-coded notes will be provided before lecture begins.

Accommodation 2: Breaking assignments down into chunks

# data[].attributes.body
room 6, 1. instead of writing, ryan can use his oral skills or google slides or drawings to present his ideas and work. He can also do video presentations and oral tests instead of written ones. 2. ryan can use graphic organizers and  visual aids to plan out his stories and thoughts for his plays

# data[].attributes.body
Group 1 CS#1

Scott Fergus

Belen Jimenez

Alejandra Ramirez

Accommodation 1: Provide color-coded lecture notes before class starts for her to doodle or annotate.

Accommodation 2: Preferential seating so she is closer to the board, making it easier to track and not get distracted.