Choose one Case Study below and take the position of the teacher and generate ideas and possible modifications that would be defensible and appropriate for each presented case. 

Case Study #1

John is a 5th-grade student who has a clinical diagnosis of ADHD and currently takes medication on a daily basis for his condition. In addition, he receives behavior therapy two times a week (30-minute sessions) after school. In the classroom, he evidences impulsive tendencies as well as poor or limited focused attention. According to his teacher, John is performing below his peers in both reading and math. His school team (e.g., teacher, parents, building principal) recognizes that he has particular difficulty completing classroom tests and other required work (e.g., homework, in-class projects, etc.) which contributes to his lower grades. As John’s teacher, generate a list of appropriate and reasonable testing accommodations for John in the classroom. Share them with your classmates.

Case Study #2

Karen is a 10th grader who was recently involved in a car accident. She sustained a broken right arm (she is right-handed) and a hairline fracture to her right ankle (which necessitates the wearing of an inflatable boot for protection). She and her parents have requested a meeting with her math teacher, Mrs. Jones, to examine some possible assessment accommodations and modifications for her during recovery. Generate a list of appropriate and reasonable homework and testing accommodations for Karen. Share them with your classmates.

Case Study #3

Miguel is a 2nd grade ELL student who can identify most of the letters of the alphabet. However, his sight word vocabulary is still limited and he has difficulty consistently reading and gaining meaning from grade-level written material. As his teacher, you recognize the difficulty he has with his reading. Given this situation, generate a list of appropriate and reasonable assessment accommodations for Miguel in the classroom. Share them with your classmates.