DIFFERENTIATED UNIT PLAN ACCOMMODATION 1
Differentiated Unit Plan: Accommodation Plan Assignment
Anna Stewart
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:
DIFFERENTIATED UNIT PLAN ACCOMMODATION 3
Discuss why this seating chart is an accommodation for the class you described.
W Board
DIFFERENTIATED UNIT PLAN ACCOMMODATION 4
I have a small classroom so my desks are grouped in sets of four. The groups are split between
students with accommodations and students without. I do not want my students to feel that they are
different and I strive to make all my students feel that they are special and unique. Each desk has its
own chair and can be pulled apart and moved around into different groups if needed. Under each
desk is a pendulum. These pendulums are provided for everyone because I did not want Matthew to
be the only student who had one on his desk. I have this for Matthew because with MS he gets
spasticity in his legs and the pendulum may help him with his leg movements. These pendulums not
only help students burn off energy and improve their posture, but it also acts as a fidget for those
who have difficulty staying still. On the side of each desk is a hook for the student back packs so they
are not laying in the floor and taking up space. In the back left corner there is a reading corner.
There is a shelf with books for the students to read and chose from and there are 3 bean bags they
can sit in if they chose to do so or sit on the rug. All students in this school are given a Chromebook,
so they each have a computer they get to keep until the end of the school year. Since they all have a
computer there was no need for a computer station in my classroom.
My desk is an L-shaped desk that is in the front left corner. My assistant and paraprofessional Mrs.
Crowe has a desk in the back right corner of the room. Directly in front of my desk, the Smartboard
is on the wall and I have placed a large rug in front of it. On the rug there are 3 On-The-Go Portable
desk that students can use during their independent work if they have permission from me or Mrs.
Crowe. There is a easy path that Mrs. Crowe and I can walk around the room to help each student.
There is ample room at each of our desks to provide 1:1 instruction when needed.
I placed Kate and Missy towards the front so that Kate would be able to see the Smartboard and
Whiteboard easily, and placed Missy there so that she could hear my instructions since she has
hearing loss.Tanner and Avery are placed at this group because they both work together vey well
with Kate and Missy and are great helpers when it comes to the assignments.Amir is at the second
group of desk and is directly infront of the Smartboard so that he can see the assignment and
instructions. Bryan is at the group too. Bryan does well in his group he just needs to stay focused on
his material, so I have him in between me and Mrs. Crowe for a reason. She and I can easily get to
him and help him stay on task with reminders. Quinn and Olivia are both very calm and hard
working students. Bryan has grown close to Quinn and ask to be beside him and I think it helps him
with his work to have him near. Olivia usually gets done with her work very quickly and is a great
helper with Amir. She tries to help him understand what to do and gives him assistance when its
necessary.Matthew, Eli, and Jamie are at the last group of desk on the right side besides Mrs.
Crowe’s desk. I put Matthew there so that he is closest to the door and if he needs to get up and walk
around with one of the teachers he can do so. Eli has trouble with eye-contact and fitting in socially
so placing him with this group was intentionally to help him become more social but also have help
very close by. Jamie needs additional time and assistance so he is sitting here so that Mrs. Crowe can
be there to help him. Anna is also the type of student who gets done with her work rather quickly
and can help her group. She likes to be the group reader for her table and help the others whenever
she can. Across the room on the left side, I placed Rachel and Jack diagonally from each other. The
reason I placed Rachel in this sit was because she is self-conscious about her reading. At this sit there
is no one behind her that can see her papers or computer screen. This will help her to be more
comfortable when she is reading and doing her assignments. Ethan is a quite student who also is self-
conscious of his reading, so I felt that these two could help and support each other. I felt that Ethan
DIFFERENTIATED UNIT PLAN ACCOMMODATION 5
would be a good group partner for Rachel and they could help motivate each other. The pendulum
on Jack’s desk helps him to work off some of his energy when he is having a high energy day. Lily is
one of Jack’s friends outside of the classroom and he soes better when they are seated next to each
other.
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:Matthew, Kate, Jack, Jamie, Eli, Rachel, Missy, Bryan, Amir
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.)
Tom’s face was so hot he was sure it was about to explode. The midday sun beat down mercilessly on his
back, and the beads of sweat that had long since formed on his forehead began to itch and tickle. But still
he dug on. Surely if he kept going there would be a sign. A tuft of silky fur perhaps? A distant squeak? Or
(and this really would be the best!) a pair of tiny eyes squinting blindly up towards the daylight.
He paused to wipe the trickling sweat with the back of his wrist, then lifted his spade for what felt like the
one hundredth time – just as a dark shadow loomed up from behind. A familiar chill travelled down his
spine as, with heart pounding, he swivelled round to meet the piercing stare of the gardener, Charlie Green.
‘Now look ‘ere, Tom Hawken, I’ve told you before. I’ve enough trouble chasing up these darn molehills
without ’avin’ you goin’ round diggin’ ’em up.’
Tom felt his cheeks burning, which was odd because his body was freezing. Charlie Green had had it in for
him since the day they had moved to the gardens, of that he was sure. He was always giving him funny
looks.
Tom tried to speak, but his throat, which suddenly felt drier than the Sahara at noon, stuck tight. He never
had been brilliant at getting out of trouble – just expert at getting into it.
Charlie Green squinted darkly. ‘Next time, I’ll ’ave to tell yer mum!’ he growled. ‘Now, take that rag o’
yours and be off.’
Readability Score for Original Text: (Paste a screenshot of the full results for the original text here.)
Your text (truncated): Tom's face was so hot he was sure it was about to explode. The midday sun
beat down mercilessly on his back, and the beads ...
DIFFERENTIATED UNIT PLAN ACCOMMODATION 6
AUTOMATED READABILITY INDEX
Score: 5.27 [ = grade level ]
Reading Difficulty: Fairly Easy
Grade Level: Fifth Grade
Age Range: 10-11
CALCULATION ON YOUR TEXT
ARI = (4.71 * ( 1147 characters / 265 words)) + (0.5 * ( 265 words / 21 sentences)) - 21.43
Final result: 5.27
* ARI's character count includes all letters, numbers, punctuation marks, and other symbols in your
text. White space between characters is not counted.
====================================================
FLESCH READING EASE
Score: 88 [ = reading scale ]
Reading Difficulty: Easy
Grade Level: 6th Grade
Age Range: 11-12 years old
CALCULATION ON YOUR TEXT
FRE = (206.835 - (1.015 * ( 265 words / 21 sentences )) - (84.6 * ( 333 syllables / 265 words))
Final result: 88
====================================================
GUNNING FOG READABILITY
Score: 6 [ = grade level ]
Reading Difficulty: Fairly Easy
Grade Level: Sixth Grade
Age Range: 11-12
CALCULATION ON YOUR TEXT
Fog Index = 0.4 * ( 265 words / 21 sentences) + 100 * ( 6 complex words / 265 words)
Final result: 6
* Gunning Fog has specific rules counting complex words. | Learn more
====================================================
FLESCH-KINCAID GRADE LEVEL
DIFFERENTIATED UNIT PLAN ACCOMMODATION 7
Score: 4.16 [ = grade level ]
Reading Difficulty: Easy
Grade Level: Fourth Grade
Age Range: 9-10
CALCULATION ON YOUR TEXT
Score = (0.39 * ( 265 words / 21 sentences)) + (11.8 * (333 syllables / 265 words)) - 15.59
Final result: 4.16
====================================================
COLEMAN-LIAU READABILITY INDEX
Score: 6.13 [ = grade level ]
Reading Difficulty: Fairly Easy
Grade Level: Sixth Grade
Age Range: 11-12
CALCULATION ON YOUR TEXT
Score = (0.0588 * ( 1094 letters / 265 words) * 100) - (0.296 * ( 21 sentences / 265 words) * 100) - 15.8
Final result: 6.13
* Letters, as defined by Coleman-Liau, can include alphabetical letters as well as numbers (digits).
White space and other characters are not counted.
====================================================
SMOG INDEX READABILITY SCORE
Score: 3.57 [ = grade level ]
Reading Difficulty: Easy
Grade Level: Fourth Grade
Age Range: 9-10
CALCULATION ON YOUR TEXT
Score = 1.043 * sqrt(( 6 pollysyllables * (30 / 21 sentences)) + 3.1291)
Final result: 3.57
====================================================
LINSEAR WRITE READABILITY FORMULA
Score: 5.6 [ = grade level ]
Reading Difficulty: Fairly Easy
Grade Level: Sixth Grade
DIFFERENTIATED UNIT PLAN ACCOMMODATION 8
Age Range: 11-12
CALCULATION ON YOUR TEXT
Score = ( 259 easy words * 1) + ( 6 hard words * 3) / 21 sentences
Final result: 5.6
====================================================
AVERAGE READING LEVEL CONSENSUS CALC
Based on (7) popular readability formulas, your text yielded a final result:
Score: 5 [ = grade level ]
Reading Difficulty: Fairly Easy
Grade Level: Fifth Grade
Age Range: 10-11 year olds
====================================================
Scored by ReadabilityFormulas.com on 03-03-2024 at 19:06:59
Rewritten Text: (Type the rewritten text of at least 150 words here.)
Tom's face was so hot he felt like he was about to explode. The hot sun beamed down on his back, and
beads of seat on his forehead started to itch and tickle. He was sure if he kept going there would be a sign.
A tuft of silky fur, a distant squeak, or a pair of tiny eyes squinting up at the sun.
He paused to wipe the seat of his face with the back of his wrist, then lifted his spade up again, just as a
dark shadow appeared behind him. A chill ran down his spine as his heart pounded in terror. He turned
around to meet the gardener, Charlie Green, and his terrifying stare.
‘Now look here Tom Hawken, I’ve told you before. I’ve enough trouble chasing up these darn molehills
without you going around digging them up.’
Tom's cheeks were burning, but his body was freezing which was strange. Charlie Green had had it out for
him since the day he moved to the gardens. He always gave him funny looks.
Tom tried to talk, but his throat was so dry he could not speak. He never had been great at getting out of
trouble - just really good at getting into it.
Charlie Green squinted darkly. ‘Next time, I’ll have to tell your mum!’ he growled. ‘Now, take that rag of
yours and go.’
DIFFERENTIATED UNIT PLAN ACCOMMODATION 9
Readability Score for Rewritten Text: (Paste a screenshot of the full results for the rewritten text here.)
Your text (truncated): Tom's face was so hot he felt like he was about to explode. The hot sun beamed
down on his back, and beads of seat ...
AUTOMATED READABILITY INDEX
Score: 4.43 [ = grade level ]
Reading Difficulty: Easy
Grade Level: Fourth Grade
Age Range: 9-10
CALCULATION ON YOUR TEXT
ARI = (4.71 * ( 948 characters / 229 words)) + (0.5 * ( 229 words / 18 sentences)) - 21.43
Final result: 4.43
* ARI's character count includes all letters, numbers, punctuation marks, and other symbols in your text.
White space between characters is not counted.
====================================================
FLESCH READING EASE
Score: 90 [ = reading scale ]
Reading Difficulty: Very Easy
Grade Level: 5th Grade
Age Range: 10-11 years old
CALCULATION ON YOUR TEXT
FRE = (206.835 - (1.015 * ( 229 words / 18 sentences )) - (84.6 * ( 280 syllables / 229 words))
Final result: 90
====================================================
GUNNING FOG READABILITY
Score: 5.6 [ = grade level ]
Reading Difficulty: Fairly Easy
Grade Level: Sixth Grade
Age Range: 11-12
CALCULATION ON YOUR TEXT
Fog Index = 0.4 * ( 229 words / 18 sentences) + 100 * ( 3 complex words / 229 words)
Final result: 5.6
DIFFERENTIATED UNIT PLAN ACCOMMODATION 10
* Gunning Fog has specific rules counting complex words. | Learn more
====================================================
FLESCH-KINCAID GRADE LEVEL
Score: 3.8 [ = grade level ]
Reading Difficulty: Easy
Grade Level: Fourth Grade
Age Range: 9-10
CALCULATION ON YOUR TEXT
Score = (0.39 * ( 229 words / 18 sentences)) + (11.8 * (280 syllables / 229 words)) - 15.59
Final result: 3.8
====================================================
COLEMAN-LIAU READABILITY INDEX
Score: 5.16 [ = grade level ]
Reading Difficulty: Fairly Easy
Grade Level: Fifth Grade
Age Range: 10-11
CALCULATION ON YOUR TEXT
Score = (0.0588 * ( 907 letters / 229 words) * 100) - (0.296 * ( 18 sentences / 229 words) * 100) - 15.8
Final result: 5.16
* Letters, as defined by Coleman-Liau, can include alphabetical letters as well as numbers (digits). White
space and other characters are not counted.
====================================================
SMOG INDEX READABILITY SCORE
Score: 2.97 [ = grade level ]
Reading Difficulty: Very Easy
Grade Level: Third Grade
Age Range: 8-9
CALCULATION ON YOUR TEXT
Score = 1.043 * sqrt(( 3 pollysyllables * (30 / 18 sentences)) + 3.1291)
Final result: 2.97
====================================================
DIFFERENTIATED UNIT PLAN ACCOMMODATION 11
LINSEAR WRITE READABILITY FORMULA
Score: 5.53 [ = grade level ]
Reading Difficulty: Fairly Easy
Grade Level: Sixth Grade
Age Range: 11-12
CALCULATION ON YOUR TEXT
Score = ( 226 easy words * 1) + ( 3 hard words * 3) / 18 sentences
Final result: 5.53
====================================================
AVERAGE READING LEVEL CONSENSUS CALC
Based on (7) popular readability formulas, your text yielded a final result:
Score: 5 [ = grade level ]
Reading Difficulty: Fairly Easy
Grade Level: Fifth Grade
Age Range: 10-11 year olds
====================================================
Scored by ReadabilityFormulas.com on 03-03-2024 at 19:35:32
Citation for the original text:
Inglis, K., & Damir Kundali. (2011). The secret lake. Well Said Press.
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: Amir
Unit Plan Link: Unit: ☒Literacy ☐Math Day: ☒1☒ 2 ☒ 3 ☒ 4 ☒ 5
Type of accommodation: Bilingual Dictionary & Graphic Organizer
DIFFERENTIATED UNIT PLAN ACCOMMODATION 12
Evidence (graphic, description, & picture): These graphic organizers will help Amir to be able to
organize his thoughts about what he is reading, and help him to put it down on paper. This will also
help in the Brainstorming component of the Literacy Unit.
The Bilingual Dictionary will help Amir to translate from his native language to English when he
needs to or does not understand a word.
Elements
of
a
Story
DIFFERENTIATED UNIT PLAN ACCOMMODATION 13
DIFFERENTIATED UNIT PLAN ACCOMMODATION 14
How will this accommodation be useful? These graphic organizers will help Amir to organize his
ideas on the reading assignments and visualize the information he is reading. These will assist in the
Brainstorming exercise in the Literacy Unit.
The Bilingual Dictionary will help him understand the words from his native language to English.
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: Jack
Unit Plan Link: Unit: ☒Literacy ☒Math Day: ☒1☒ 2 ☒ 3 ☒ 4 ☒ 5
Type of accommodation:Verbal Praise
Examples
of
Verbal
Praise
Good
Better
Be
Descriptive!
“Great
job?
“|
lowe
how
you
ane
sharing
your
pencis
wilh
your
sister’
“Aipoe
work!”
“Tim
50
proud
of
you
for
finishing
your
homework!”
“TOU
Te doing
awesomel
“You're
doing
such
an
awesome
job
of
suttirng
al
the
lable
and
participating
in
your
google
meet!”
DIFFERENTIATED UNIT PLAN ACCOMMODATION 15
.
Wow!
Good
job!
Q)
You
didi!
You're
so
You
worked
so
smart
hard
on
that!
Good
©)
|
appreciate
Boy/Girl
when
you..
You're
beautiful/
GC)
handsome
|
admire
the
way
you..
|
saw
you
You're
such
share your
a
good
GC)
toys!
Look
at
sharer
you
both
having
fun!
Can
you
tell
me
how
you
did
this
part
here?
DIFFERENTIATED UNIT PLAN ACCOMMODATION 16
DIFFERENTIATED UNIT PLAN ACCOMMODATION 17
How will this accommodation be useful? This accommodation will be useful to Jack because it will
motivate him to want to participate appropriately in order to get the praise. This will increase the
instances of the positive behaviors and help decrease Jack displaying inappropriate behaviors such
as not raising his hand. When he is prasied for positive behavior he will display more of the positive
behaviors to receive the verbal praise.
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
Unit Plan Link: Unit: ☐Literacy ☒Math Day: ☒1☒ 2 ☒ 3 ☒ 4 ☒ 5
Type of accommodation: Math Manipulatives (counters, fraction pieces, dice, geometric figures)
Evidence (graphic, description, & picture): Math Manipulatives are objects, charts, and activites
that help engage the students and be able to visualize what they are learning.
DIFFERENTIATED UNIT PLAN ACCOMMODATION 18
How will this accommodation be useful? This accommodation will be useful because it helps the
student visualize the problem they are working on. They are able to move the pieces around and
visualize the concept. This helps develop their math skills.
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: Jamie
Unit Plan Link: Unit: ☒Literacy ☐Math Day: ☒1☒ 2 ☒ 3 ☒ 4 ☒ 5
Type of accommodation: Prompting
Evidence (graphic, description, & picture): Prompting helps encourage students tomake progress
and does not discourage them when a mistake is made. It helps lead them to the right choice.
——E—
:
Gal
PrHsicor
hon):
oC
¢:
hand
Phy
J
cal
MOST
ct
en
a
PROMPT
\
>
partial
/phoneme
ise
MIN\MALLY
40
ie
aC
hoy
¢
:
f
:
a
WO\ID
USING
318
NAMES
“lor
V
Sua
werd
ar
pchre
cues
\dpestural
spans.
f
more
COMP
h
v
jatensve
—_
||,
|
move
Amat
closer
—»
further
bo<itiora
“4
PTNDEPENDENCE
cool
8
least
DIFFERENTIATED UNIT PLAN ACCOMMODATION 19
How will this accommodation be useful? This accommodation is helpful because it will help Jamie
come to the correct response and will reduce the amount of errors that is made. It will encourage
DIFFERENTIATED UNIT PLAN ACCOMMODATION 20
Jamie to keep making progress and achieve the goal they are working towards.
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: Eli
Unit Plan Link: Unit: ☒Literacy ☒Math Day: ☒1☒ 2 ☒ 3 ☒ 4 ☒ 5
Type of accommodation:Social Script Binder
Evidence (graphic, description, & picture): The student will read through the Social Script Binder
prior to the activity they will be attempting in order to show them what they should do.
DIFFERENTIATED UNIT PLAN ACCOMMODATION 21
How will this accommodation be useful? This accommodation will help Eli in social situations and
help him become more comfortable with the social interaction over time with using his binder.
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
E
DIFFERENTIATED UNIT PLAN ACCOMMODATION 22
CRITERIA: AUGMENTATIVE/ ALTERNATIVE COMMUNICATION
Focus Student: Rachel, Kate, & Bryan
Unit Plan Link: Unit: ☒Literacy ☐Math Day: ☒1☒ 2 ☒ 3 ☒ 4 ☒ 5
Type of accommodation: Computer Text-To-Speech (Natural Reader)
Evidence (graphic, description, & picture): Natural Reader is a downloadable text-to-speech
software for students with visual impairments and Dyslexia.
DIFFERENTIATED UNIT PLAN ACCOMMODATION 23
How will this accommodation be useful? This accommodation will aid their reading and
comprehension, and enhance their literacy skills. The students will be able to have any text read to
them in a calm voice. It helps them overcome their reading barriers and helps them to improve their
learning experience. This will also be helpful for Kate because she does not like to ask for assistance.
She will be able to do this own her own.
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: Amir & Missy
Unit Plan Link: Unit: ☒Literacy ☒Math Day: ☒1☒ 2 ☒ 3 ☒ 4 ☒ 5
Type of accommodation: Evidence (graphic, description, & picture): Audiobooks and Noise
DIFFERENTIATED UNIT PLAN ACCOMMODATION 24
Cancelling Headphones
Evidence (graphic, description, & picture): Amir & Missy will use their Chromebook and Noise
Cancelling Headphones to listen to the audiobook.
How will this accommodation be useful?
This accommodation will be helpful to Amir and Missy because they will be able to have the material
read to them. This way it is read outloud to them and they can go at their own pace. This will help
him to listen and comprehend the material better and help them with their English and in Math with
word problems.The noise cancelling headphones will help them both to focus on what they are
listening to and not the background noise that is going on in the classroom that can be distracting.
DIFFERENTIATED UNIT PLAN ACCOMMODATION 25
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: Matthew & Jack
Unit Plan Link: Unit: ☒Literacy ☒Math Day: ☒1☒ 2 ☒ 3 ☒ 4 ☒ 5
Type of accommodation: Multiple Examples
Evidence (graphic, description, & picture): Multiple Examples will be given when teaching Literacy
and Math. Depending upon the subject the teacher will provide pictures of what the assignment is on
the Smartboard and printed out on paper. The teacher will also do an example on the board
together with the whole class to make sure that everyone understands what to do.
How will this accommodation be useful? This accommodation is useful because it helps give students
the ability to understand the assignment. If the teacher makes sure to provide multiple examples of
what they need to do this will ensure that everyone understands and knows how to proceed. This can
be beneficial when a student like Matthew or Jack may be having health related fatigue or is
irritable and in a manic mood.
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 27
RESOURCES
Cite all Resources Used for the Accommodation Plan:
Inglis, K., & Damir Kundali. (2011). The secret lake. Well Said Press.
IRIS CENTER. (2013). Understanding Accommodations. Vanderbilt.edu.
https://iris.peabody.vanderbilt.edu/micro-credential/micro-accommodations/p01/
Readability Scoring System. (n.d.). Readabilityformulas.com.
https://readabilityformulas.com/readability-scoring-system.php#formulaResults
text to speech online. (2019). Naturalreaders.com. https://www.naturalreaders.com/
Tolkien, T. (2017, August 7). 6th grade reading books for children aged 11-12. K-12 School
Reading List. https://k-12readinglist.com/reading-lists-for-elementary-school-
children/reading-list-6th-grade-children-age-11-12/
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.
