Ethan is on a 504 plan as well and he is provided

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special services. Ethan is on a 504 plan as well, and he is provided organizational support.B3B. All of the accommodations and modifications that the teacher used in this video are ones that I would use in my own classroom. These accommodations and modifications were each made with the student’s needs in mind and enhanced their learning experience. Each child has a different exceptionalityor need, and it has taken into consideration. Jennifer has a learning disability, and the accommodations made for her allow her to learn the same material as the rest of the class, simply in a different way. Assistive technology is a terrific accommodation for Sajhra, who has dyslexia. Madison, who has a 504 and attention deficit disorder, is accommodated in a way that allows her more time to work through her distractions and recall the information she has learned from her assignment during a test with extended test time. Ethan is also on a 504 plan and is offered organizational support. This type of assistance will enhance his learning experience and help him succeed academically. All of the students’ needs were acknowledged and met in a way that would benefit them as well as enhance their learning experience.B3C. The class in this video is a regular education classroom, with four special needs students included. With this type of inclusion classroom, a paraprofessional would be a beneficial resource. This would benefit the students by providing them additional assistance as well as the teacher. The primary teacher could utilize the paraprofessional during instructional time, within groups, and with as needed circumstances. A second resource to use would be differentiated, or editable, assignments. By providing assignments that have different goals, but similar outcomes, allows the teacher to present individualized goals that would suit the various learning abilities and levels present in this classroom.B4. In the video, case #379, a second-grade dual language classroom is observed. It consists of sixteen students who are either seven or eight years old. The strategy implemented in this was cubing. Cubing is defined as “a method of instruction that asks students to consider a concept from a variety of different perspectives. A cube has six-sided figures with a different activity or question on each side.” 5With the implementation of this strategy, students are able to create mental connections with the bigger conceptsthat aid their interpretation and understanding of the material. In this case, the material was broken down in a way that the English Language Learners would be able to understand. This was an effective 5 Amanda Nickerson, August 14, 2016, Make Differentiation Easier With CubingRetrieved from
strategy as it not only allowed them to create those mental connections, but it called for them to use critical thinking to do so. They were able to communicate their knowledge and reasoning. 6B4A. The teacher implemented cubing within a small learning group, which I believe was a useful

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