A long book like Unbroken can be daunting for students with dyslexia, attention challenges, or other learning differences. Yet many of these students bring keen insight to the story's themes of perseverance and injustice. Teachers grading their essays must honor accommodations in IEPs and 504 plans while maintaining high expectations. Thoughtful adaptations can make assessment both fair and meaningful.

Start by reviewing each student's plan and noting the accommodations relevant to writing. These may include extended time, use of speech-to-text software, graphic organizers, or reduced length requirements. Coordinate with special education staff to understand how to implement them effectively. Knowing the details prevents accidental violations and ensures that supports are consistent.

Separate the skills being assessed. If the goal is to evaluate understanding of Zamperini's resilience, do not let spelling or handwriting overshadow the analysis. Use separate rubric rows for content and mechanics and apply accommodations appropriately. This approach lets students demonstrate what they know.

Adapting the Assignment

Adaptations can include breaking the essay into stages, providing sentence starters, or allowing oral responses that are transcribed. Offer audio versions of the book so that reading demands do not limit participation. These supports maintain rigor while removing unnecessary barriers. The essay still requires a claim, evidence, and explanation.

• Provide a graphic organizer for planning the essay
• Offer sentence frames for claims and evidence
• Allow speech-to-text or scribing when specified in the plan
• Chunk the assignment into smaller deadlines
• Grade content and conventions separately

Feedback That Encourages

Feedback for students with learning differences should be specific, positive, and limited in scope. Too many corrections can overwhelm and discourage them. Choose the one or two most important improvements, and phrase them as next steps rather than failures. Acknowledging strengths, such as insightful ideas, builds confidence.

Present feedback in accessible formats. Some students benefit from audio comments, color-coded highlights, or a brief conference instead of written notes. Ask them how they prefer to receive feedback. Involving them in the process increases ownership.

Collaborating With Support Staff

Special education teachers and aides can provide valuable insight into how a student learns. Share the rubric and assignment early so they can prepare supports. After grading, discuss patterns you notice and ask for suggestions. This collaboration ensures that feedback aligns with the student's goals.

Keep records of accommodations used and student progress, as these may be needed for meetings and documentation. Note which supports seem most effective. Sharing this data helps the team refine the plan. Consistent documentation also protects teachers and students.

Using Technology Appropriately

AI-assisted grading tools can help teachers generate clear, structured feedback for students who benefit from concrete guidance. They can also speed up the process so teachers have more time for individual conferences. However, teachers should review all feedback to ensure that it is appropriate, respectful, and consistent with the student's plan. Human judgment remains essential for sensitive decisions.

Protect student privacy by following district policies and by avoiding the input of unnecessary personal information into any tool. Verify that platforms meet requirements for handling student data. Transparent practices maintain the trust of families. Responsible use of technology supports equity rather than undermining it.