Sam is a 7-year-old in first grade. Sam is an only child and his parents recently divorced. In the middle of the year, Sam and his mother moved to Utah, and his school records indicate that he has fallen behind lately. Reading and writing seem to be the areas in which he struggles the most, but sometimes he also has difficulty staying focused and on task. His most recent teacher had just started having him work with a reading and writing tutor and kept data on his progress for about a month before he moved. He is motivated by rewards and is interested in superheroes and animals. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay As teachers, we have a responsibility to be highly effective educators, but in working with students with disabilities, we have specific and essential legal responsibilities to ensure that they are able to receive the educational help they need to succeed . The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 gave students with disabilities 6 rights: free, appropriate public education, appropriate assessment, individualized education programs, least restrictive environment, parental participation, and procedural safeguards. We also have a moral and ethical responsibility to leave all medical and diagnostic decisions completely up to parents. (Gargiulo, Richard M.; Metcalf, Debbie. Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach (Page 7). Wadsworth Publishing. Kindle Edition.) Sam has been diagnosed with dyslexia which falls under specific learning disability . His condition affects how he is able to learn because he has problems with written language, making it difficult for him to read and/or write correctly. (Gargiulo, Richard M.; Metcalf, Debbie. Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach (Page 7). Wadsworth Publishing. Kindle edition.) Sam's condition is causing him to fall behind in class reading and is influencing his confidence and motivation to read. He can say that his classmates do not struggle with reading as much as he does. Sam has many strengths and is a valuable member of the class. He is creative and works hard on assignments that are meaningful to him. He is willing to try again when he gets frustrated. Sam struggles to read with fluency and comprehension. His knowledge of phonic sounds and letters is lower than that of his classmates, and he struggles to decode words and understand the meaning behind what he has read. Usually confuses deb when decoding. (http://www.readingrockets.org/article/common-signs-dyslexia-0)PLAAFPFirst Grade Language Arts: Based on a curriculum-based assessment provided on 01/25/2018, Sam can read 10 of 20 accurately Sight texts words when the teacher points them out. Must be able to read all 20 words when the teacher points them out. Based on a curriculum-based assessment provided on 01/25/2018, Sam can read and comprehend only 60% of an average 1st grade level reading passage. Must be able to read and comprehend with at least 80% accuracy. Based on a curriculum-based assessment provided on 01/25/2018, Sam can correctly spell 7 of 15 spelling words. Must be able to spell all 15 words correctly. There are many classroom accommodations that will facilitate learning for Sam and other students who struggle with reading and writing. We found three evidence-based adaptations that would work.;/)