Contextual Information and Student Learning Adaptations Template
(Continued)
Provide information about the two focus students you selected from the class in which you will be teaching your unit
that you feel would benefit from modified instruction. You MUST choose one student with exceptionalities or an
English Language Learner as one of your focus students. Complete the chart below referring to these students only
as Student A and Student B. Do not use proper names.
Describe this student using
information from the
Contextual Information
and Student Learning
Adaptations
Student Student A is an African
A American male. He has
autism spectrum
disorder, anxiety, and
ADHD. He is on an IEP
in order to receive help
for those characteristics.
Emotionally, he gets
overwhelmed very
quickly.
Describe this student using
information from the
Contextual Information
and Student Learning
Adaptations
Student Student B is a white
B female. She has a
special ed disability,
described as being
developmentally
delayed.
Focus Students Information
Why did you What did you find out Based on this information what
select this about this student? are the implications for this
student? Address characteristics student’s instruction?
from the Contextual
Information and
Student Learning
Adaptations
This student’s Cognitive This student needs his
mother is a This student performs on emotional needs met for him
level academically with
music teacher. the rest of his peers.
to succeed academically.
He achieves Occasionally, he needs breaks
on level Emotional in order to regain himself
academically This student is very emotionally. This student also
but is very easily “set off”. benefits from smaller goals
Sometimes he can turn
emotionally around his attitude, as
that eventually lead to the
immature. long as he is allowed to completion of the main goal or
take some time alone. objective. He needs frequent
redirection and encouragement
Physical in order to complete tasks.
This student sometimes
has a hard time staying at
his assigned spot in the
classroom.
Social
This student is socially
behind. Other students
will sometimes pick on
him due to his ASD,
ADHD, and anxiety.
Why did you What did you find out Based on this information what
select this about this student? are the implications for this
student? Address characteristics student’s instruction?
from the Contextual
Information and
Student Learning
Adaptations
This student is Cognitive This student needs frequent
a social This student is redirection and
cognitively below her
butterfly but peers.
encouragement. Similar to
struggles Student A, she benefits from
academically. Emotional smaller goals in order to feel
She has This student is successful at a higher
developmental emotionally immature at frequency. Her “wiggliness”
times. I see her get
delays, but it frustrated when she does should be monitored, as it has
noted to what not feel successful. presented safety issues in the
extent in her Physical
past. This student may also
file. This student is very need to be redirected from
wiggly. She has a hard chatting with peers, but could
time staying in her also benefit from partner work
assigned spot. I if paired with the right student.
frequently see her
dancing or wiggling at
different points during a
class period.

Social
This student is a social
butterfly. She has several
friends within and
outside of the class.