Student Scenarios (if not choosing student in field placement) for Practicum Lesson Plans

Focus Student # 1: Michael

Disability Label/s: ​Specific Learning Disability in Reading and Writing; Other Health Impairment (anxiety
and ADHD)
Special Education Services Provided under IEP

Present Levels of Performance (PLOP)

Michael benefits from a structured classroom environment and clear expectations. He benefits from a
seat near preferred peers, to minimize anxiety. The use of structured templates or visual organizers
helps Michael so he feels more confident in completing work. Positive Reinforcement from teachers
and peers is beneficial for Michael’s anxiety. Non-verbal cues are significantly more effective than
verbal cues, because he does not feel embarrassed or targeted (i.e. a simple touch on the shoulder often
works best to get Michael back on task. He is very good at picking up gestural cues and will redirect
quickly.)

Subject Specific Information

Reading: ​Michael's reading performance ranges two to three grade levels below his current grade level.
Michael has difficulty recalling information he has read and can have difficulty locating information
within the text to answer questions. He benefits from text to speech when reading grade level texts and
during class discussion of texts, he adds excellent insight.
​Writing: ​Michael's written expression skills are estimated to fall one to two grade levels below his
current grade. He benefits from prompts and scaffolded organizers to support his writing. His ideas are
often concrete. He has difficulty spelling and frequently leaves out ending punctuation marks.
Handwriting is legible but his writing is much stronger when provided a word processor. He often
enables text to speech to read his writing back to him, helping him to create more complete and clear
work.
Math: ​Michaels's math performance is on grade level. His computational and mathematical reasoning
skills are strong. He enjoys working with partners and groups, and benefits when he can explain
mathematical concepts to a peer. He benefits from directions read aloud (peer, or text to speech).

Accommodations & Modifications

· ​Extended time on classwork, homework and tests
· Language in directions simplified, when needed
· Text to speech provided in content areas
Focus Student # 2: Ian
Disability Label/s​​ : Hearing Impairment; ADHD; Anxiety
Special Education Services Provided under IEP

Present Levels of Performance (PLOP)

Ian likes to read and demonstrates strength in reading. He is a bodily kinesthetic learner and
enjoys physical activities such as basketball and football. He learns best in the classroom with hands-on
and exploratory activities. Ian requires access to a FM system to help aid his unilateral profound hearing
loss in his left ear and hearing sensitivity in his right ear. All teachers who are directing academic
instruction are to use the FM system.
I​an’s hyperactivity impacts his ability to attend to tasks throughout the school day. He benefits
from movement breaks, sensory objects/fidgets, and providing clear agendas/expectations for his day.
The agenda is typically emailed to him so he can access it on his phone. He performs within the average
range in reading and math.
Ian is an excellent student and well-liked by adults. But he needs support to engage with peers,
as his anxiety, stemming from his hearing impairment and attention difficulties, has significantly
impacted his peer relationships. He does not initiate conversation. Ian benefits from partner and group
activities, particularly with structure. He benefits from clear roles in his partner and group work, and
peers must be instructed to speak slowly and clearly.

Subject Specific Information

Writing: ​When measured on the WIAT-III, Ian performed below average range on subsets that
measured written expression. Overall, his writing skills are far less developed than others his age. He
prefers to write on his computer; explaining that his handwriting is not very good and he finds it easier
to type his thoughts. He can benefits from sentence starters/prompts and structured outlines.
Speech/Language: ​Ian has some difficulty with oral language skills, compared to same-age
peers without hearing impairments. He is anxious about the way his speech may sound to others and
prefers not to read aloud or give presentations without accommodations such as visual or sound
supports.
​Other​​: Ian performs on grade level or above in most other subjects (e.g. ELA/reading, social
studies, math, science) when provided with the appropriate supports.

Accommodations/Modifications:
· ​FM System in all classes
· ​Teacher notes
· ​Access to sensory supports/fidgets
· ​Oral presentations pre-recorded /additional use of visuals or media
· ​ Facilitated roles/scripted prompts whenever possible for partner and group work
Focus Student #3: Kayla
Disability label/s: ​Visual Impairment including Blindness and Other Health Impairment (physical
disabilities undisclosed by parent)
Accommodations provided under 504 plan

Present Levels of Performance:

Kayla performs on or above grade level in all content areas when provided appropriate accommodations
under her 504 Plan. She has had many health issues and surgeries in her lifetime due to her physical
disabilities. Because of her experiences she is interested in working in the medical field or working as an
advocate for individuals with disabilities. She often presents about disability awareness and advocacy in
her community, and has presented in her school too. Currently, child development, math, and science
are her favorite subjects. Kayla is conscientious and invested in her education. Given extended time, she
will complete all of her assignments with high scores.

Accommodations
· ​Service animal
· ​Speech to text available for any written work (she prefers Dragon)
· ​Digital texts available for all content areas
· ​Text read (texts to speech, aide, teacher, or peer)
· ​Large print as necessary
· ​Digital assignment book allowed
· ​JoinME synced between teacher smartboard and her iPad in all classes
· ​Additional minutes between classes for transition
· ​Extended time on classwork, homework, tests
· ​Preferential seating
Focus Student #4: Thomas
Disability label/s: ​Emotional and Behavioral Disability
Special Education Services Provided under IEP

Present Level of Performance (PLOP)

Thomas is a shy student who performs above grade level in all content areas when appropriate positive
and humanistic supports are in place. He is a self-described “coding nerd” and spends much of his free
time on the computer developing websites. Thomas can display refusal behavior in school and will not
complete work, speak to teachers, adults or peers, and can have anxiety attacks and verbal outbursts.
Thomas sees a mental health worker twice a week and has expressed that he is anxious about his
performance in school because he fears teachers and peers judge him for his “moods” and think he’s
“dumb.”

Supports as outlined in his Behavior Intervention Plan

● Discipline privately
● Sustained opportunities to help peers (i.e. homework buddie; group work leader; co-teach with
the teacher; resident coding /web expert)
● 5 minute break options during class
● Use of positive phrasing: “If you finish your work, you can review it with me and then take a
break“ and not negative phrasing: “If you do not finish your work, you will get a zero.”
 Focus Student #5: Alana
Disability Label/s: ​Multiple disabilities: intellectual disability, cerebral palsy, speech and language
impairment
Special Education Services Provided under IEP

Present Levels of Performance (PLOP)

Alana benefits from visual and auditory directions. She works best with familiar people. She understands
both verbal and visual information. Alana responds to questions using eye gaze and/or hand selection.
She also communicates through facial expression and body movements, and she can select choices on
her iPad using her Big Red Switch.
Alana does not have behaviors of concern, she is cooperative and patient. If she is unable to respond,
then fatigue is typically the reason. We are working on getting Alana to express preferences and
advocate for herself more fully. She is very social and enthusiastic about learning. She loves to be
surrounded by friends. Alana has not demonstrated an ability to decode. Therefore, her preferred mode
of access to texts is through listening. She responds consistently to yes/no questions, and has
demonstrated the ability to recognize numbers. She enjoys technology, is a Beavers fan, loves music and
enjoys adaptive skiing.

Alana’s IEP team has determined the following overarching IEP goals for her this year:
• increasing self-initiated communication with peers, general educators, and the public, which includes
expressing her preferences and needs, making requests, and responding to questions
• Increasing comprehension of vocabulary associated with instructional units/topics on grade level
• synthesizing information from each curricular topic into 5 - 10 big ideas
• Increasing her access to and use of a computer-generated voice output device
• Reaching and grasping, assisting in movements guided by others, and moving her legs purposefully
• Using eye gaze to consistently select and make choices

Accommodations/Modifications

● frequent breaks and snacks to help maintain energy required for learning
● Access to her iPad for communication support at all times
● modified work for all curricular units to address 5-10 essential ideas decided upon by team in
advance
● pre-programmed phrases into her iPad that connect to units and lessons
● pre-programmed phrases into her iPad for social interaction
● Texts and directions read aloud
● adjustments to physical surroundings or environmental conditions to accommodate her
wheelchair and communication device (ipad and switch)
● Teach all educators to ask yes/no questions and use the iPad Proloquo2Go App to select the Y/N
option to assess understanding
● Promote positive interdependence between Alana and her peers - teaching peers to interpret
eye-point responses or facial expressions, and how to program her iPad so that she can utilize
simple voice output during any group work or presentation to share information
● Use of adapted texts
● digital texts with text to speech options