Strategies, Possible Resources, and Accommodations in the Classroom

Description of Strategies, Possible Resources, and Accommodations
Student's Name
Institutional Affiliation
Course Name and Number
Professor's Name
Date
Description of Strategies, Possible Resources, and Accommodations
Clarissa Jones
Allowing Clarissa to get up and walk around regularly can be somewhat helpful. She can give out or gather classroom supplies or papers, conduct an appointment to the administration or another section of the building, or wipe the board to give her a physiological break. Seating her away from potential causes of interference in the class, such as cubby spaces, doorways, pencil sharpeners, and windows, may be advantageous (Baum et al., 2021). Other disturbances in the space should be kept to a minimum, such as noise complaints or visual stimuli such as clutter, and documented timetable for daily activities and rules should be posted. Modifications in the schedule should be communicated to the student as quickly as practicable.
To aid in note-taking, she should be given printed notes or an abstract of the session. Instructions should be read aloud and written down, and the pupil should regurgitate them. She should be given a lesson plan that includes all directions and homework. It's crucial to provide students with various options for responding to exam questions, such as airing their responses or underlining what is essential (Baum et al., 2021). There is a plethora of ADHD-related literature available. Some persons with ADHD find it difficult to read a book from beginning to end. On the other hand, these works can be used as a reference. Most are accessible in audio format, so the student can attend to them instead of reading them if that is your preference.
Grayson Jones
Regarding Grayson, when teachers recognize the pupil's abilities before addressing her esteem needs, the learner has a better chance of succeeding. Grayson may be more involved if educators give different ways for them to obtain tough topics (Baum et al., 2021). Furthermore, recognizing that Grayson has distinct social-emotional requirements and developing strategies to assist him in navigating social settings in the classroom is crucial to his main contributions. Alongside identifying his immediate needs, teachers should teach Grayson various skills to enable him to cope with bad attitudes, anxiety, and withdrawal from school (Baum et al., 2021). When giving Grayson guidance, educators may want to stand bodily nearer to them, offer visual clues and personal indicators for addressing the child, and choose a diversionary tactic environment.
Grayson must never seem to be being discriminated against in the class or the curriculum due to his condition. The best thing parents and teachers should do to inspire Grayson is to help him find and develop his skills and capabilities. The learners gain self-confidence, develop go...