Name: Cynthia Ramos PLC Disability: LD

PLC Group Members: Sarah Steffen, Dawn Nowlin

Please closely follow: (1) rubric; and (2) “Preparing for PLC” document to ensure full credit.

SOCIAL INTERACTION SUPPORTS​ (highlighted in pink)

Ask yourself, “What can I, as a classroom teacher, do to support children with this disability in their social interactions with
peers and adults?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Provide Multiple Means for action and expression: Have Oral reading in pairs
different ways for students to interact and express themselves.

Provide multiple means of engagement: Give students different Cooperative learning

ways to interact with others in groups.

Include a statement in your syllabus inviting students to talk to Mixed ability teams for small groups
you and the disability services office about disability-related
issues

Provide opportunities for oral language development: group Reading recovery Program
activities

Provide student with mental health services (counseling, or

therapy)

Allow students to talk about their LD with faculty and leaders in

the classroom environment.

Provide students multiple ways to respond: that may be social,

such as a group setting.
Have a support group for students to work with/in concerning
their LD

Interact with Resident Life Staff about their LD

Having a classroom assistant in the room to help students.

 BEHAVIORAL SUPPORTS​ (highlighted in blue)

Ask yourself, “What can I, as the teacher, do to effectively support children with this disability in terms of their struggles
with appropriate behavior?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Provide Options for Recruiting Interest Modeling instructional practices for students

Teach self Monitoring skills

Teach coping strategies

Tutoring: to change study behaviors

Modeling new instructional strategies

Use teaching methods that draw on student’s preferred or

stronger modalities

Teaching strategies to increase engagements with texts.

Teach students about the specific forms of verbal and

non-verbal expression required for school success.

Provide options for executive function

Use of variety of instructional scaffolds to reduce frustration
 ENVIRONMENTAL SUPPORTS​ (highlighted in green)

Ask yourself, “How can I arrange and maintain the physical classroom environment to support the needs of children with
this disability?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

allow the students to tape/ video record lectures Using a multisensory approach

allow the students additional time to complete in-class Focus on individual achievement, progress, and learning
assignments, particularly writing assignments

extend exam time (1.5-2x) Monitor progress throughout curriculum

allow students to take exam in a room with reduced Having a classroom or workplace where students can be pulled aside
distractions

Allow students a seating arrangement that is seperate from

the other students or distractions

Allow students to use assistive technology in the classroom

and for assignments

Assist the student in finding effective peer note-takers from the

class or provide the student with a copy of your lecture notes or
outline

Physical Therapy to help students participate in their

environment.
 Point out campus resources available to all students such as
tutoring centers, study skills, and labs.

Giving students a different assessment environment such as

oral exam.
 ORGANIZATIONAL SUPPORTS​ (highlighted in orange)

Ask yourself, “How can I, as the classroom teacher, provide support to students with this disability in terms of organizing
their personal belongings, their workspace, their backpack/locker as well as their papers for this class. Also, how can I
support them in the area of time management? This includes keeping track of assignments and deadlines.”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Provide Options for Self Regulation: Make sure students Using diagrams and graphics and pictures to augment what they
have opportunities to think about their participation in an say in words
activity or content area.

Teach students how to goal set for short term and long term
goals.

allow student to use scratch paper during exams

Provide study guides or review sheets

Stress organization and ideas rather than mechanics when

grading in-class writing assignments and assessments

Provide checklists

assist student in planning the workflow of assignments

Give students alternate format of tests or assignments

Help students work on problem solving skills independently.

Provide printed materials early to allow students sufficient

time to read and comprehend the material.

Clearly and early in the course define the requirements,

announce the dates of exams and assignments.

Facilitate managing information and resources

 TEN OVER ALL
INSTRUCTIONAL SUPPORTS​ (highlighted in yellow)
Adaptations, modifications, interventions

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”

LESSON PRESENTATION​: “What can I do as I actively teach and implement this lesson to more effectively meet the needs of
students with this disability?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

keep instruction brief and uncomplicated Break learning into small steps

read aloud what you write on the board and present on as Remedial Instruction
visuals

use more than one demonstration or way to explain

information to address a variety of learning styles and
strengths

during lessons, state objectives, review previous lessons,

and summarize periodically

Gradual release from teacher knowledge to student

knowledge.

Task analysis: Break down the task into small steps and
sequentially prompt each step.
Teach new content through multiple representation

In Mathematics, use a sequence of instruction from concrete

to representational to abstract.

Teacher-directed mini-lessons to review/reinforce word

meaning.

Allow time for clarification of directions and essential

information
 INSTRUCTIONAL SUPPORTS​ (highlighted in yellow)
Adaptations, modifications, interventions

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”

INSTRUCTIONAL MATERIALS:​ “What can I do- in terms of the materials I create for this lesson, including visuals, handouts,
smartboard presentations, powerpoints, manipulatives, etc.- to specifically address the learning needs of students with this
disability?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Get students interested in your content by applying it to their own Provide Prompts of strategies to use
lives.

Include auditory, visual, and kinesthetic / sensory input. Use of audio texts

Integrate Assistive Technology

Progressive scaffolding of fully worked examples.

 INSTRUCTIONAL SUPPORTS​ (highlighted in yellow)
Adaptations, modifications, interventions

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”

INSTRUCTIONAL ASSIGNMENTS​: “How can I most effectively create and/or modify assignments- including group work and
independent practice- that will meet the learning needs of students with this disability?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Allow choices of media for communication Engage students in process type questions
 INSTRUCTIONAL SUPPORTS​ (highlighted in yellow)
Adaptations, modifications, interventions

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”

ASSESSMENT/EVALUATION: ​ “How can I most effectively create and/or modify assessments that will meet the learning needs of
students with this disability while accurately assessing mastery of the lesson objectives?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Provide Multiple Means of Representation: Give students Provide Quality Feedback
different ways of sharing their knowledge.

multiple assessment methods

On an exam, give an assistance of a reader, scribe, or word

processor

Provide assistance with proofreading written work

Source List:

Burgstahler, Sheryl. “Academic Accommodations for Students with Learning Disabilities.” ​Academic Accommodations for Students
with Learning Disabilities | DO-IT​, DO-IT University of Washington,
www.washington.edu/doit/academic-accommodations-students-learning-disabilities​.

Garcia, Shernaz B. and Brenda-Jean Tyler. "Meeting the Needs of English Language Learners with Learning Disabilities in the
General Curriculum." ​Theory into Practice​, vol. 49, no. 2, 01 Jan. 2010, pp. 113-120. EBSCO​host​,
login.libproxy.noctrl.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ881097

Witzel, Bradley and Minnie Mize. "Meeting the Needs of Students with Dyslexia and Dyscalculia."​SRATE Journal​, vol. 27, no. 1, 01
Jan. 2018, pp. 31-39. EBSCO​host​,
login.libproxy.noctrl.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1166703.

Caruana, Vickie. "Accessing the Common Core Standards for Students With Learning Disabilities:
Strategies for Writing Standards Based IEP Goals." ​Preventing School Failure​, vol. 59, no. 4,
2015, pp. 237-43.

Cawthorn, Stephanie. "Postsecondary Students who have a Learning Disability: Student Perspectives on
Accommodations Access and Obstacles." ​Journal of Postsecondary Education and Disability​, vol.
23, no. 2, 2010, pp. 112-28.