Directions:
Review and compare the two sample individualized student plans provided below. Both sample plans are written for the same student. Keeping in mind the best practices discussed in this lesson, consider the strengths and weaknesses of each plan and decide which you find to be the preferred option for the online environment.

Plan A has many strengths:

• Extended time on timed assessments
• Extended time on assignments and classwork
• Reduce coursework
• Provide a copy of notes or presentations if not already embedded in the course.
• Assist Sally with the download and application of text-to-speech software that is compatible with course content and resources.
• Ensure Sally knows how to use the zoom function of her browser and/or the computer operating system.
• Preferential seating 

Each of these accommodations are valuable to the student, but many of them are very vague.  In example, reduce coursework could be a number of things.  This leave the teacher with a lot of discretion.  Discretion is not always considered a bad thing, however when it comes to the best for each student it may leave unanswered questions. 

Plan B is much more detailed than Plan A.  Plan A has the following  accommodations: 

• Extended time on timed assessments - 100% extended time, or double the original amount of time
• Extended time on assignments – Sally may turn her work in the following school day from the original due date for full credit. If a longer extension is needed, Sally will arrange an alternate due date with the teacher.
• Reduce coursework – reduce the number of assignments or the length of assignments. Teacher will determine coursework to be reduced and Sally must be assessed on and demonstrate mastery of standards
• Provide a copy of notes or presentations if not already embedded in the course.
• Assist Sally with the download and application of text-to-speech software that is compatible with course content and resources.
• Ensure Sally knows how to use the zoom function of her browser and/or the computer operating system.
• Check in with Sally at least one time per week via email, phone, synchronous session or other mutually agreed upon communication method to initiate contact relating to her progress and understanding of the material.
• Provide Sally the opportunity to record oral responses when possible/appropriate to reduce strain to her eyes.
• Make Sally aware of additional resources, review opportunities/activities and study guides in the course sidebars.

It is clear that Plan B is focused more as an individual plan for Sally than Plan A. Plan A and B both have accommodations that are there to assist Sally be successful, but Plan B is detailed to her specific needs. For me the clear choice is Plan B.

Directions: Choose two of the student scenarios below. First, identify at least two difficulties each student may be experiencing in their online class. Then, discuss two best practices or specific strategies that might be helpful to each student.

Scenario 1
Dustin has an IEP with accommodations for a hearing impairment; he is completely deaf. He is not currently doing well in your class and you are unsure why. He has not asked for help or attended live sessions since the class began. When you leave assignment feedback for him, he does not respond, even if you specifically ask him to respond. What will you do to address this?

Difficulties:
While there are many issues that Dustin could be experiencing a few come to mind. The first is whether or not Dustin is using any add-on features to his computer to assist with the information.  This could be be something that would help him to read any audio that is presented within the classroom.
The second difficulty that is effecting the his outcome in the course is the lack of responding.  Having an open dialogue with students is essential to their success.  It is unclear if this is an issue with the email, Dustin being lost and not communicating, or  the lack of effort in the class.  If it is a lack of effort, it could be that Dustin is giving up from being lost. 

Best Practices/ Strategies:
When dealing with a student that has a disability it is important to communicate with all stakeholders early and often.  Having an open line of communication is going to allow any future problems to be dealt with swiftly.  
There are several ways to help a student within an online class.  The first is making sure that all Powerpoints that are delivered in the classroom are accessible and if recorded has closed caption included.  This will also help students that are not hearing impaired.  The second best practice is having the teacher use their webcam when possible.  Many hearing impaired students are  able to lipread.  This can help offset the closed caption with your Powerpoints.  
 
Scenario #2:Joyce has accommodations for an Emotional/Behavioral Disorder. Her mother informed you that Joyce's specific diagnosis is Anxiety and Depression, and she sometimes does not respond well to correction. She plagiarized a large section of her essay for your class this week. How will you handle this situation?Difficulties:
The first difficultly that Joyce could be dealing with is the anxiety of the her workload.  Due to the large amount of assignments that can place pressure on students, many students will feel anxiety.  If a student is already having issues with anxiety, the issue will become compounded.  It appears in the scenario that Joyce allowed the anxiety to affect her judgment. 
The second difficultly that Joyce may be dealing with is time management.  Many students are push work back until the deadlines catch up with them.  This would exaggerate the anxiety and would follow along with the lack of motivation that often follows depression.  
Best Practices/ Strategies:
The first best practice is always establishing clear and open communication with all stakeholders.  This will keep all invested parties in the loop.  This will help when issues such as plagiarism.  This will ensure that all parties are aware of the issues and kept informed with academic dishonesty. 
The second best practice when dealing with a student that has anxiety issues is creating a plan on how to deal with the course related task.  It helps to think of the old question, "How do you eat an elephant? One bite at a time."  Break material down for small goals for this students.  
The third best practice is being supportive.  It is important to be supportive to all students, however it can be more important to establish a positive relationship with students that anxiety and depression.