DIFFERENTIATED UNIT PLAN ACCOMMODATION 1
Differentiated Unit Plan: Accommodation Plan Assignment
April Mcclary
School of Education, Liberty University
J L K M M
J E A L R
D S E B S
DIFFERENTIATED UNIT PLAN ACCOMMODATION 2
DIFFERENTIATED UNIT PLAN: ACCOMMODATION PLAN TEMPLATE
ACCOMMODATION 1 - SEATING CHART
CRITERIA: LEARNING ENVIRONMENT
Provide a Graphic of the Seating Chart:
Discuss why this seating chart is an accommodation for the class you described.
The students are placed strategically by the instructor where they will receive the most help by their
peers, and due to their disabilities. Matthew is placed in front of the class since he has MS (Multiple
Schlerosis) and has to constantly get up and use the bathroom or take a break. He has problems
with his legs and walking so it very convient that he is located in the front so that he can leave the
class if necessary. He is also at the front so that he can get that one-on-one help from the teacher and
get direct instruction if he needs help or have questions. Although Jack is placed on the other side of
the classroom he is in also in the front row as well so that he can receive direct instruction from the
teacher in the areas that he struggles the most in too. Jack is also placed next to Linda, Eric, Susan,
and Jamie so that if he is struggling or having problems he is surrounded by classmates who can
help him in the areas that he needs help the most. Since Jack is hyperactive sometimes and loses
focus. There is another student name Diane who is on the honor roll that is sitting in the back of his
row to help him with his work if needed.
Both Linda and Susan are hardworkers, focused students and are excellent examples for Jamie and
Jack to look up to in the classroom. Kate is sitting next to Linda because she can learn a lot from
Linda on how to do her work and stay focus but also asking questions if needed if she doesn’t
understand something. Eric, and Susan are also sitting close to her if she has questions too.
Hopefully with the help of her classmates Kate will gain enough confidence in her classwork and
answering questions in class. Kate is also placed in the front of the class so that she can see the board
easily. Eli, Bryan, and Stephanie are sitting in the back row next to each other so they can pair up or
work as a group to to help each other answer questions but also help each other in areas where they
are weak. Jamie is sitting next to Eric because he is a strong student and he can also help Jamie with
his work. Missy is placed in the front of the class next to Matthew because she is hearing impaired.
She is in the front so that she can hear and read the instructor lips if necessary and see the
instructions written or spoken in front of her. Amir is sitting next to Lucy, Rachel, and Eric so that if
he has problems understanding the instructions in class they can help him. Rachel is sitting behind
Matthew so that she is near the front of the class and she can see the instructor and the board
clearly. However, she does have the necessary help if needed because she has Stephanie sitting
behind her if she doesn’t understand the assignments or instructions. Finally, Eli was placed in the
back row only so that he can leave the classroom if necessary or if he have any questions he can ask
his classmates and pairs who is in the back row too.
DIFFERENTIATED UNIT PLAN ACCOMMODATION 3
CEC Standard Addressed by Accommodation 1
CEC 2.1: Beginning special education professionals, through collaboration with general educators and other colleagues, create
safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning
activities and social interactions.
ACCOMMODATION 2 – REWRITTEN TEXT
CRITERIA: LANGUAGE DEVELOPMENT
Focus Student: Kate, Jamie, Rachel, Bryan, and Amir
Unit Plan Link: Unit: ☒Literacy ☐Math Day: ☒1☒ 2 ☒ 3 ☒ 4 ☒ 5
Original Text:
Calenders lie. Sometimes. Like when you need a warm jacket on what the calender calls the first day of
summer or no-jacket on what is supposed to be the start of winter. Today is one of those sometimes days.
My calender lists today as just another Wednesday. A Wednesday in September. September 8th. But today
is more than just an ordinary Wednesdaty. It’s holiday worthy. My fresh start. A new beginning. The day I
chose the book on Kyle Brossman (a.k.a kyle the Vile) for good. But first closure, (Roger Torkingham
Middle School Greatness Tip # 2 Moving Ahead means leaving behind.) I aim my dart on my board’s
target: Kyles 5th grade year book photo. His cold eyes stare back at me. His grin comes like the ends of the
devil horns. How appropriate. Goodbye, Kyle….forever. A dark shadow startles me just as I let go of the
dart, which sails right, sticking in the wall below where my calender usually hangs.
“Wo! Did a hurricane ransack your bedroom?” my dad asks, pointing to my shirts and shorts that lost
their way to my hamper. I kicked my dirty clothes under my bed. Then shut the doors on my dartboard to
hide my Kyle target. “Dad, you promised me you’d knock before..”, Sorry, it’s just that…. I saw blood on
the bathroom floor and was worried that…” While my dad yaps. Let me explain: I’m what you call a nose
bleeder. But only when I’m stressed, which was almost daily in elementary school. All because of Kyle the
Vile. Out of nowhere, mom appears. She sets down a calender and examines me closely, as if I was one of
her patients. “Worried about the first day of middle Roger? What is it? Stressed about finding your
classes? Meeting new friends?” When I reassure my parents I’m ready for the start of 6th grade, dad hands
me an extra deordant roll. “Keep it in your locker. Trust me. Smelly pits run in the Tarkington family.
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DIFFERENTIATED UNIT PLAN ACCOMMODATION 4
DIFFERENTIATED UNIT PLAN ACCOMMODATION 5
Rewritten Text:
Calendars lie. Sometimes. Like when you need a warm jacket on what the calendar calls the first day of
summer or no-jacket on what is supposed to be the start of winter. Today is one of those sometimes days.
My calendar lists today as just another Wednesday. A Wednesday in September. September 8th. But today
is more than just an ordinary Wednesday. It’s a holiday. My fresh start. A new beginning. The day I chose
the book on Kyle Brossman (a.k.a Kyle the Vile) for good. But first closure, (Roger Torkingham Middle
School Greatness Tip # 2 Moving Ahead means leaving behind.) I aim my dart on my board’s target:
Kyles 5th grade yearbook photo. His cold eyes stare back at me. His grin comes like the ends of the devil
horns. How appropriate. Goodbye, Kyle…forever. A dark shadow startles me just as I let go of the dart,
which sails right, sticking in the wall below where my calendar usually hangs.
All because of Kyle the Vile. Out of nowhere, mom appears. She sets down a calendar and examines me
closely, as if I was one of her patients. “Worried about the first day of middle Roger? What is it? Stressed
about finding your classes? Meeting new friends?” When I reassure my parents, I’m ready for the start of
6th grade, dad hands me an extra deodorant roll. “Keep it in your locker. Believe me. Smelly pits run in the
Tarkington family.
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DIFFERENTIATED UNIT PLAN ACCOMMODATION 6
DIFFERENTIATED UNIT PLAN ACCOMMODATION 7
Citation for the original text:
Maynard, I. M. (2020).Roger Tarkington and the Magic Calendar: Quest for Middle School Greatness. Taft
Publishing.
CEC Standards Addressed by Accommodation 2
CEC 1.2: Beginning special education professionals use an understanding of developmental and individual differences to
respond to the needs of individuals with exceptionalities.
ACCOMMODATION 3
CRITERIA: ENGLISH LANGUAGE LEARNING
Focus student: Kate
Unit Plan Link: Unit: ☒Literacy ☐Math Day: ☒1☒ 2 ☒ 3 ☒ 4 ☒ 5
Type of accommodation: Enlarged Print and text to have Kate read and visually see better.
Evidence (graphic, description, & picture): Enlarging the text will make it a lot more easier to read for a
visually impaired person.
Calendars lie. Sometimes. Like when you need a warm jacket on what
the calendar calls the first day of summer or no-jacket on what is
supposed to be the start of winter. Today is one of those sometimes
days. My calendar lists today as just another Wednesday. A
Wednesday in September. September 8th. But today is more than just
an ordinary Wednesday. It’s holiday worthy. My fresh start. A new
beginning. The day I chose the book on Kyle Brossman (a.k.a kyle the
Vile) for good. But first closure, (Roger Torkingham Middle School
Greatness Tip # 2 Moving Ahead means leaving behind.) I aim my dart
on my board’s target: Kyles 5th grade yearbook photo. His cold eyes
stare back at me. His grin comes like the ends of the devil horns. How
appropriate. Goodbye, Kyle…. forever. A dark shadow startles me just
as I let go of the dart, which sails right, sticking in the wall below
where my calendar usually hangs.
“Wo! Did a hurricane ransack your bedroom?” my dad asks,
DIFFERENTIATED UNIT PLAN ACCOMMODATION 8
pointing to my shirts and shorts that lost their way to my hamper. I
kicked my dirty clothes under my bed. Then shut the doors on my
dartboard to hide my Kyle target. “Dad, you promised me you’d knock
before...”, Sorry, it’s just that…. I saw blood on the bathroom floor and
was worried that…” While my dad yaps. Let me explain I’m what you
call a nose bleeder. But only when I’m stressed, which was almost
daily in elementary school. All because of Kyle the Vile. Out of
nowhere, mom appears. She sets down a calendar and examines me
closely, as if I was one of her patients. “Worried about the first day of
middle Roger? What is it? Stressed about finding your classes?
Meeting new friends?” When I reassure my parents, I’m ready for the
start of 6th grade, dad hands me an extra deodorant roll. “Keep it in
your locker. Trust me. Smelly pits run in the Tarkington family.
How will this accommodation be useful? Enlarged print and text will help improve Kate’s reading. But
also the larger the text the better the reader can see the words and understand them.
CEC Standards Addressed by Accommodation 3
CEC 1.1: Beginning special education professionals understand how language, culture, and
family background influence the learning of individuals with exceptionalities.
ACCOMMODATION 4
CRITERIA: IMMEDIATE AND ONGOING FEEDBACK
Focus student: Eli
Unit Plan Link: Unit: ☒Literacy ☐Math Day: ☒1☒ 2 ☒ 3 ☒ 4 ☒ 5
Type of accommodation: Visuals
Evidence (graphic, description, & picture):
DIFFERENTIATED UNIT PLAN ACCOMMODATION 9
How will this accommodation be useful? Since Eli is autistic and loses focuses easily the visuals will
help him stay focus, on task, and make his classwork and assessments a lot easier. This will also help Eli
be more engaged in the classroom and with his pairs as well.
CEC Standards Addressed by Accommodation 4
CEC 4.4: Beginning special education professionals engage individuals with exceptionalities to work toward quality learning
and performance and provide feedback to guide them.
ACCOMMODATION 5
CRITERIA: CRITICAL THINKING AND PROBLEM SOLVING
Focus student: Rachel, Eli, and Jamie
Unit Plan Link: Unit: ☐Literacy ☒Math Day: ☒1☒ 2 ☒ 3 ☒ 4 ☒ 5
Type of accommodation: Manipulatives
DIFFERENTIATED UNIT PLAN ACCOMMODATION 10
Evidence (graphic, description, & picture):
How will this accommodation be useful? Since math is a weakness for Rachel by using manipulatives to
help her solve and work through math problems it will help her improve her skills but also help her in
areas she feel she needs the most help in. A great way for Rachel, Eli, and Jamie to learn is through touch
and feel with physical objects.
CEC Standards Addressed by Accommodation 5
CEC 5.7: Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and
problem-solving to individuals with exceptionalities.
ACCOMMODATION 6
CRITERIA: SELF-REGULATION & SELF-DETERMINATION
Focus Student: Jack
Unit Plan Link: Unit: ☒Literacy ☐Math Day: ☒1☒ 2 ☒ 3 ☒ 4 ☒ 5
Type of accommodation: Graphic Organizer (Behavior Chart)
Evidence (graphic, description, & picture)
DIFFERENTIATED UNIT PLAN ACCOMMODATION 11
How will this accommodation be useful?
Graphic Organizer for behavior can be very helpful to students who live with Bi-polar and depression like
Jack. It can help with organization, time management, and behaviour issues. It can also help students stay
determined and on top of their work by completing their, deadlines, and assignments on time. By keeping
track of Jack’s behavior it will show him the areas that he needs to work on.
CEC Standards Addressed by Accommodation 6
CEC 2.2: Beginning special education professionals use motivational and instructional interventions to teach individuals with
exceptionalities how to adapt to different environments.
ACCOMMODATION 7
CRITERIA: POSITIVE SOCIAL INTERACTIONS
Focus Student: Amir
Unit Plan Link: Unit: ☒Literacy ☐Math Day: ☒1☒ 2 ☒ 3 ☒ 4 ☒ 5
Type of accommodation: Word Wall
Evidence (graphic, description, & picture):
DIFFERENTIATED UNIT PLAN ACCOMMODATION 12
How will this accommodation be useful? Since Amir is an ELL student it would be very beneficial to
him if he had a word wall in the classroom that the teacher uses to help him and the other students not only
identify the words but be able to read them and pronounciate them as well. The word wall will also help
Amir be socially active with his pairs when he sees the word repetitiously he can use the words but also
have conversations with the other students and not feel left out.
CEC Standards Addressed by Accommodation 7
CEC 2.1: Beginning special education professionals, through collaboration with general educators and other colleagues, create
safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning
activities and social interactions.
ACCOMMODATION 8
CRITERIA: AUGMENTATIVE/ ALTERNATIVE COMMUNICATION
Focus Student: Missy
Unit Plan Link: Unit: ☒Literacy ☐Math Day: ☒1☒ 2 ☒ 3 ☒ 4 ☒ 5
Type of accommodation: Assistive Hearing Device
Evidence (graphic, description, & picture):
DIFFERENTIATED UNIT PLAN ACCOMMODATION 13
How will this accommodation be useful? It will help a student like Missy who has both reading and
comprehension issues. Missy understands the text when it is read aloud to her if not then she will have
problems understanding what it means because she has an hearing impairment. With Assistive Hearing
Device she will be able to hear the instructor read aloud to her and be able to interact with her peers as
well.
CEC Standards Addressed by Accommodation 8
CEC 5.3: Beginning special education professionals are familiar with augmentative and alternative communication systems and
a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.
ACCOMMODATION 9
CRITERIA: ASSISTIVE TECHNOLOGY
Focus Student: Kate
Unit Plan Link: Unit: ☒Literacy ☐Math Day: ☒1☒ 2 ☒ 3 ☒ 4 ☒ 5
Type of accommodation: Speech to text
Evidence (graphic, description, & picture):
DIFFERENTIATED UNIT PLAN ACCOMMODATION 14
Speech Text
How will this accommodation be useful? It would be useful for Kate and her visual impairment, it helps
her by staying consistent with her work and staying on task and not having to worry about typing or
reading and trying to keep up with the rest of the class.
CEC Standards Addressed by Accommodation 9
CEC 5.2: Beginning special education professionals use technologies to support instructional assessment, planning, and delivery
for individuals with exceptionalities.
ACCOMMODATION 10
CRITERIA: GENERALIZATION OF LEARNING
Focus Student: Jamie
Unit Plan Link: Unit: ☒Literacy ☐Math Day: ☒1☒ 2 ☒ 3 ☒ 4 ☒ 5
Type of accommodation: Providing noise free headphones.
Evidence (graphic, description, & picture):
DIFFERENTIATED UNIT PLAN ACCOMMODATION 15
How will this accommodation be useful? This will help students like Jamie who has ADHD who cannot
handle loud distractions and noises in the room. So it is beneficial to the instructor as well because Jamie
has headphones that are noise free and that will keep him focused on his classwork.
CEC Standards Addressed by Accommodation 10
CEC 5.6: Beginning special education professionals teach to mastery and promote generalization of learning.
DIFFERENTIATED UNIT PLAN ACCOMMODATION 16
RESOURCES
Cite all Resources Used for the Accommodation Plan:
Mastropieri, M. A., & Scruggs, T. E. (2018). The inclusive classroom: Strategies for effective
Instruction (6th ed.). Prentice Hall.
Maynard, I. M. (2020).Roger Tarkington and the Magic Calendar: Quest for Middle School Greatness. Taft
Publishing.
Virginia Department of Education, November 2019, Guidelines for Special Test Accommodations.
https://www.doe.virginia.gov/programs-services/special-education/iep-instruction/assessments-accommodations
CEC Standards Covered in the Use of Resources
CEC 6.1: Beginning special education professionals use professional ethical principles and professional practice standards to
guide their practice.
