DIFFERENTIATED UNIT PLAN ACCOMMODATION 1
Differentiated Unit Plan: Accommodation Plan Assignment
Preston Worrell
School of Education, Liberty University
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:
Hailey X Laura X X Brady
Ross X X Trent Fahad X
Matt X X X X X
X X X Sara X Scott
X = Unnamed student
Discuss why this seating chart is an accommodation for the class you described.
I have Hailey seated as near to the teacher as possible to minimize background noise, and allow her to hear
instruction better. I have Brady in the front right for accessability. I have Laura in the front center so that
she is closer to the board to be able to see better. I have Ross in the second row on the left to minimize
sensory overload. I have Trent in the middle, with a student I would have chosen to be a role-model that
stays on task. I have Fahad in the middle, with a peer mentor that I would have previously vetted as well,
that would model how to do assignments. I have Matt on the on the left as well so it is easier for me to get
to him to provide assistance. I have Sara in the back center, where she can receive assistance from Ms.
Watson as needed. And I have Scott in the back right where he can take movement breaks as needed, as
well has being close to Ms. Watson.
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:
Unit Plan Link: Unit: ☒Literacy ☐Math Day: ☐1☐ 2 ☐ 3 ☐ 4 ☐ 5
Original Text: (Copy the original text excerpt of 200-300 words from your selected book here.)
There were many paths that led up into those mountains, and many passes over them. But most of the paths were
cheats and deceptions and led to nowhere or to bad ends; and most of the passes were infested by evil things and
Teachers Desk
Smart Board
Teachers Desk
DIFFERENTIATED UNIT PLAN ACCOMMODATION 3
dreadful dangers. The dwarves and the hobbit, helped by the wise advice of Elrond and the knowledge and
memory of Gandalf, took the right road to the right pass. Long days after they had climbed out of the valley and
left the Last Homely House miles behind, they were still going up and up and up. It was a hard path and a
dangerous path, a crooked way and a lonely and a long. Now they could look back over the lands they had left, laid
out behind them far below. Far, far away in the West, where things were blue and faint, Bilbo knew that there lay
his own country of safe and comfortable things, and his little hobbit-hole. He shivered. It was getting bitter cold up
here, and the wind came shrill among the rocks. Boulders, too, at times came galloping down the mountain-sides,
let loose by mid-day sun upon the snow, and passed among them (which was lucky), or over their heads (which
was alarming). The nights were comfortless and chill, and they did not dare to sing or talk too loud, for the echoes
were uncanny, and the silence seemed to dislike being broken—except by the noise of water and the wail of wind
and the crack of stone.
Readability Score for Original Text: (Paste a screenshot of the full results for the original text here.)
Rewritten Text: (Type the rewritten text of at least 150 words here.)
There were many paths going into the mountains, but most of them were not safe. Some went nowhere or were
dangerous. The dwarves and Bilbo, were guided by the wise advice of Elrond and Gandalf, and found the right
path. They climbed for days, leaving the valley and the Last Homely House far behind.
The path was hard, steep, and dangerous. It was long and lonely. When Bilbo looked back, he could see where they
had left below them. In the distance, he thought about his safe, cozy home in the West. It made him shiver—not
just from the cold but also from longing for comfort.
Up in the mountains, it was bitter cold. The wind howled through the rocks, and sometimes boulders tumbled
down the slopes. These boulders were dangerous and scary, but luckily, they never hit the travelers. The nights
were freezing and silent. The group didn’t sing or talk loudly because the echoes were strange. Only the sounds of
water, the wind, and cracking rocks filled the air.
DIFFERENTIATED UNIT PLAN ACCOMMODATION 4
Readability Score for Rewritten Text: (Paste a screenshot of the full results for the rewritten text here.)
Citation for the original text:
Tolkien, J. R. R. (1937). The Hobbit: Or There and Back Again. Houghton Mifflin Company.
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: Fahad
Unit Plan Link: Unit: ☐Literacy ☒Math Day: ☒1☒ 2 ☒ 3 ☐ 4 ☐ 5
Type of accommodation: Translated vocabulary terms.
Evidence (graphic, description, & picture):
He will have a worksheet with vocabulary terms translated to Fahad’s native language, Arabic, as well as
his intsructions.
DIFFERENTIATED UNIT PLAN ACCOMMODATION 5
How will this accommodation be useful?
Fahad functions at grade level math but has a hard time with word problems and instructions. This
will ensure Fahad understands what he needs to do and what his instructions are.
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: Trent
Unit Plan Link: Unit: ☐Literacy ☒Math Day: ☒1☒ 2 ☒ 3 ☐ 4 ☐ 5
Type of accommodation:
Immediate verbal feedback.
Evidence (graphic, description, & picture):
During guided practice, Trent should receive immedieate verbal feedback whenever he completes a
problem, to help him adjust his approach and strategies in real-time. It should be given clearly, using
positive language to correct mistakes. Immediate feedback should encourage focus and participation.
DIFFERENTIATED UNIT PLAN ACCOMMODATION 6
How will this accommodation be useful?
Immediate verbal feedback should provide Trent with immediate reinforcement that encourages him to
stay focused and engaged. Clear and specific language should help him understand his mistakes, and
positive language should help to keep him motivated. This wil help to improve his persistiance and build
confidence in his abilites.
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: Ross
Unit Plan Link: Unit: ☐Literacy ☒Math Day: ☐1☐ 2 ☒ 3 ☐ 4 ☐ 5
Type of accommodation:
Visual aid - Flowchart
Evidence (graphic, description, & picture):
Ross will use a laminated flowchart as a reference for problem solving steps during independent and
guided practice. This should provide a visual approach to solving the provlems.
Identify the Shape
Parallelogram
Triangle
Is it asking for Area or
Perimeter?
Is it asking for Area
or Perimeter?
Perimeter:
P = 2 x (a =b)
Perimeter:
P = a + b + c
DIFFERENTIATED UNIT PLAN ACCOMMODATION 7
How will this accommodation be useful?
A visual aid like the flowchart will provide Ross with a consistent and predictable framework for
problem solving. This should help reduce anxiety and improve focus. By visually representing the
steps, it should help Ross stay organized and ensure he completes each part of his calcualtions.
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: Scott
Unit Plan Link: Unit: ☒Literacy ☐Math Day: ☒1☒ 2 ☒ 3 ☐ 4 ☐ 5
Type of accommodation:
Self-Monitoring Checklist
Evidence (graphic, description, & picture):
Scott will use a laminated self-monitoring checklist during writing activities. He will have a dry erase
marker so he can use the checklist for each task. This checklist will provide prompts to help him stay
focused and make sure he does not miss any steps.
Area:
A = ½ x b x x
Area:
A = b x h
DIFFERENTIATED UNIT PLAN ACCOMMODATION 8
How will this accommodation be useful?
This accomodations will help Scott regulate his focus and emotions during writing activities by giving a
clear structure. This checklist should help himi to break the task into manageable steps to keep him from
feeling overwhelmed. It should build self-awareness and independence as Scott monitors his own progress
and can identify when he needs to seek help.
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: Fahad
Unit Plan Link: Unit: ☐Literacy ☒Math Day: ☐1☒ 2 ☐ 3 ☐ 4 ☐ 5
Type of accommodation:
Peer-Assisted Learning Strategies
DIFFERENTIATED UNIT PLAN ACCOMMODATION 9
Evidence (graphic, description, & picture):
During group work, Fahad will be paired with a peer who will model problem solving in Enlgish, while
encourageing Fahad to ask and answer questions. These interactions will promote social engagement while
supporting language development.
How will this accommodation be useful?
This accommodation will help Fahad build connections with his peers, as well as helping him to not feel
isolated. By collaborating with a peer, he gets a chance to practice English and engage in problem-solving
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: Laura
Unit Plan Link: Unit: ☐Literacy ☒Math Day: ☐1☐ 2 ☒ 3 ☐ 4 ☐ 5
Type of accommodation:
Screen Reader
Evidence (graphic, description, & picture):
Laura will use a screen reader to convert text instructions and math problems to audio. This tool will
ensure she has access to the material independently. During problem solving times, the teacher can provide
additional adio instructions to make sure Laura understands what to do.
How will this accommodation be useful?
This accommodation will make Laura is able to access the material through adio means. This will reduce
her having to rely on visual information. It will promote independence with her work, and improve her
confidence.
CEC Standards Addressed by Accommodation 8
CEC 5.3: Beginning special education professionals are familiar with augmentative and alternative communication systems and
DIFFERENTIATED UNIT PLAN ACCOMMODATION 10
a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.
ACCOMMODATION 9
CRITERIA: ASSISTIVE TECHNOLOGY
Focus Student: Brady
Unit Plan Link: Unit: ☐Literacy ☒Math Day: ☒1☒ 2 ☒ 3 ☐ 4 ☐ 5
Type of accommodation:
Tablet with accessability features.
Evidence (graphic, description, & picture):
Brady will use a lightweight tablet with accessibility tools during math activities. This will be done to
reduce physical strain. It will also have voice-to-text features so that Brady is not limited in showing his
knowledge by his disability.
How will this accommodation be useful?
This accommodation helps provides Brady physical accessibility to content, and an efficient way to
complete assignments. It should reduce the strain caused by using traditional manipulatives. The flexibility
and adaptability should ensure that Brady can engage in tasks without being limited by his disability. This
should support his independence and academic success.
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: Trent
Unit Plan Link: Unit: ☐Literacy ☒Math Day: ☐1☒ 2 ☒ 3 ☐ 4 ☐ 5
Type of accommodation:
Cue Cards
Evidence (graphic, description, & picture):
Trent would have math-specific strategy card, that guides him through a multi step problem. This would
help reinforce his understanding, and show stay on his desk to be easily referenced during math problems.
DIFFERENTIATED UNIT PLAN ACCOMMODATION 11
How will this accommodation be useful?
The cue card should provide a quick and consistent reminder of essential steps to help Trent stay focused
and organized. This tool should enable him to generalize these skills to various problems and reinforce his
ability to solve problems individually.
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 12
RESOURCES
Cite all Resources Used for the Accommodation Plan:
Brian Scott. (n.d.). Readability scoring system plus. Readability Formulas.
https://readabilityformulas.com/readability-scoring-system.php
Google. (n.d.). Google translate. https://translate.google.com/?sl=auto&tl=en&op=translate
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.
