25. A second-grade student with dyspraxia is functioning on grade level. Data collected through classroom observations indicate that the student struggles with completing short classroom assignments and quizzes and gets fatigued easily. Based on this information, the special education teacher is most likely to recommend which TWO of the following assessment accommodations for the student?
Answer: C,D
Extended time to complete tasks and frequent breaks to relax muscles
The special education teacher is most likely to recommend extended time to complete tasks and frequent breaks to relax muscles as accommodations for the student with dyspraxia. These accommodations address the student's struggles with fatigue and the need for additional support in completing assignments.
A) An alternative set of easier tasks
While offering an alternative set of easier tasks may seem beneficial, it does not directly address the specific challenges of fatigue and the inability to complete current tasks. The student is functioning on grade level and may benefit more from accommodations that allow engagement with the same curriculum rather than modifying it significantly.
B) A reduced number of difficult tasks
Reducing the number of difficult tasks could assist the student in managing their workload; however, it does not sufficiently accommodate the fatigue experienced during task completion. The focus should be on providing strategies that enable the student to complete existing assignments rather than simply reducing the tasks.
C) Extended time to complete tasks
Extended time to complete tasks is a highly suitable accommodation for a student with dyspraxia experiencing fatigue. This approach allows the student to work at their own pace, reducing pressure and enabling them to demonstrate their knowledge without the added stress of time constraints.
D) Frequent breaks to relax muscles
Frequent breaks to relax muscles are an effective accommodation for the student, as they help alleviate fatigue and provide necessary restorative moments during tasks. This approach supports the student's physical needs and contributes to better focus and task completion.
Conclusion
The recommendations of extended time to complete tasks and frequent breaks effectively address the specific needs of the student with dyspraxia, particularly in managing fatigue while maintaining engagement with grade-level work. Other options do not provide the same level of support for the student's challenges, making C and D the most appropriate choices.