|
Administrator Administrator Posts: 18
4/11/2016
|
Choose One(1):
- Option 1: Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
|
|
|
0
link
|
|
Erin Wright Posts: 3
5/8/2016
|
I've used graphic organizers and grouping practices regularly. In AVID training, we learned a lot about Cornell notes and I think it's extremely important to teach students how to take notes. The basic Cornell note can be modified to meet different needs for each student, but it provides an excellent framework and routine to help them document information they learn, either in class or from books or videos.
Grouping practices do need close monitoring, but there is so much that can be done to differentiate learning using stations for groups. You can teach the same topic in the same amount of time providing multiple possibilities for product. Students who have trouble learning visually can be placed into a small group with a project that centers around movement or sound. In smaller groups, students tend to feel less lost in the crowd and have a chance to voice their thoughts without feeling too intimidated.
|
|
|
0
link
|
|
Kim Squicciarini Posts: 3
5/19/2016
|
One way I have used technology to meet the needs of a student with a disability in my classroom is by allowing a child with AHDH and Autism along with my other students to use an app called Quizlet for studying for an upcoming test. I knew that this particular student had a hard time taking detailed notes but thrived when presented with a task he could accomplish on his own on his iPad. This tool is helpful for the average, gifted and struggling learner as it is self-paced and self correcting so if the correct answer is not achieved it will be displayed on the screen for further review. It is also a great too because it can be repeated over and over for further comprehension.
|
|
|
0
link
|
|
ileana reich Posts: 8
6/3/2016
|
Option 2:
I am responding to the following discussion item: describe at least
one way you've used technology to meet the needs of the student with a
disability in your classroom. You sure to describe the specific
technology and how does this to the student with a disability.
I am writing about a Mail autistic 11th grade student. This year has
been quite a challenge because there are sometimes when working with
groups to learn vocabulary is too stimulating for the student. I have
had to find a way to decrease and remove the learning barriers when
helping the student learn vocabulary words.
On way I have worked hard to help the student learn vocabulary
is to use my online class area called blackboard. In blackboard, I can
create a wiki for vocabulary. So instead of the vocabulary
collaboration and grouping happening face-to-face, all of the
interaction is online and inside the class. So the student is able to
learn the words and collaborate with students without becoming
overstimulated and being upset.
I also like to note that the student has been provided with a school
laptop. In short, I am just written about a computer assisted
vocabulary task using a Web enhanced course to help remove barriers
and allow the maximum amount of learning to occur through a more
virtual learning experience.
|
|
|
0
link
|
|
ileana reich Posts: 8
6/3/2016
|
Hi Kim, I like that you talked about incorporating "QUIZlit" in your classroom to teach/ review vocabulary. There are even quizzes and games in there!
Kim Squicciarini wrote:
One way I have used technology to meet the needs of a student with a disability in my classroom is by allowing a child with AHDH and Autism along with my other students to use an app called Quizlet for studying for an upcoming test. I knew that this particular student had a hard time taking detailed notes but thrived when presented with a task he could accomplish on his own on his iPad. This tool is helpful for the average, gifted and struggling learner as it is self-paced and self correcting so if the correct answer is not achieved it will be displayed on the screen for further review. It is also a great too because it can be repeated over and over for further comprehension.
|
|
|
0
link
|
|
ileana reich Posts: 8
6/3/2016
|
Hi Erin,
I too have used graphic organizers to help student break down text in centers. I have also used notes Cornell notes. I agree that smaller groups are more effective as well. These are all great ways to help assist our students in learning.
Erin Wright wrote:
I've used graphic organizers and grouping practices regularly. In AVID training, we learned a lot about Cornell notes and I think it's extremely important to teach students how to take notes. The basic Cornell note can be modified to meet different needs for each student, but it provides an excellent framework and routine to help them document information they learn, either in class or from books or videos.
Grouping practices do need close monitoring, but there is so much that can be done to differentiate learning using stations for groups. You can teach the same topic in the same amount of time providing multiple possibilities for product. Students who have trouble learning visually can be placed into a small group with a project that centers around movement or sound. In smaller groups, students tend to feel less lost in the crowd and have a chance to voice their thoughts without feeling too intimidated.
|
|
|
0
link
|
|
rebecca ford Posts: 3
6/20/2016
|
I have used technology to help a student I had that was visually impaired. This student was not blind but had low vision. We got her a tool called, Colorino color identifier wand. It was pretty amazing. It could tell her over 150 different shades when she would wave it over a color so she could use it on her own work or when viewing other pieces of art. It was especially helpful when we were were learning the different color families. The only problem was that she would forget to bring it to every class.
|
|
|
0
link
|
|
Chris Waterman Posts: 2
9/16/2016
|
Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability.One way that I've used technology to assist with a student's learning has been through the use of his IPad. This young man has assisted learning devices on his IEP and will bring in his IPad to use when writing out assignments in class. Within my class I have the students write their own scripts within each period. So this means that each day the students would come into class and pick up where they left off in their scripts. This young man will use his IPad to type up any notes for his group or the entire group will log on with their phones/laptops and work along with him using Google Docs. Therefore, they all are helping to complete their scripts.
|
|
|
+1
link
|
|
Rebecca Lima Posts: 1
9/18/2016
|
I am responding to Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom.
One way I have used technology to assist my student with autism is headphones. He enjoys music but experiences extreme tension when the classroom becomes noisy. We discovered that while wearing the headphones, he is still able to hear my voice, give a thumbs up if he understands and the headphones minimize the level of distracting and/or irritating noise for him. Another student was a middle school girl with dyslexia. The school psychologist said that different colors over text would clear up some reading for her. I bought some clear folders in a variety of colors. She did not see a difference with dark colors but lavender and yellow helped a lot. I gave those to her as well as a yellow highlighter.
I have also created a computer learning station. Students are allowed to do research for composers and create PowerPoints, access the Music Theory website for practice or write song lyrics in Word instead of on paper. They love the independence.
|
|
|
0
link
|
|
Margaret Paxson Posts: 3
10/28/2016
|
Option 2: Though I am a speech and debate coach, I teach advanced science during the day. Over the past five years, I have had two students with serious dysgraphia and written processing disabilities who have required use of computers to help process information. One of my students this year has dysgraphia and an inability to write comprehensively. His handwriting is incredibly weak and he is physically incapable of forming letters. To help him combat this, I have a second computer in my classroom that he is able to use whenever he needs. He takes all of his tests on this computer and saves his files to a special flashdrive. Without access to this technology, this student would not be able to succeed in a class which is so heavily dependent on written communication.
On my speech and debate team, I regularly use technology to help students organize information. I have had several learning disabled students over the years who have relied on electronic filing of information to help them organize research for speech and debate cases, speeches, or performances. I have found that students tend to be more successful when they are able to use technology as it is a resource many of them are comfortable with, and as a result gain confidence from its use.
|
|
|
0
link
|
|
Richard De Spain Posts: 3
11/17/2016
|
Rick: Middle School theatre and music theatre teacher. I have several students who have challenges with social interactions or working in groups. In the creation of scripts scenes and sometimes improvisations, I poll the students in each group to find out what their favorite/most attractive entertainment options are and try to gear the assignment to those values and interests this allow the students to become more consistently engaged and provides a more topical framework for what they do.
I allow ipads, and cell phones for use in class for research, note taking, script saving (sometimes they forget their scripts, but they never forget their phones), and downloading and using music in the Broadway musical theatre class.
|
|
|
0
link
|
|
Richard De Spain Posts: 3
11/17/2016
|
Rick: Middle School theatre and music theatre teacher. I have several students who have challenges with social interactions or working in groups. In the creation of scripts scenes and sometimes improvisations, I poll the students in each group to find out what their favorite/most attractive entertainment options are and try to gear the assignment to those values and interests this allow the students to become more consistently engaged and provides a more topical framework for what they do.
I allow ipads, and cell phones for use in class for research, note taking, script saving (sometimes they forget their scripts, but they never forget their phones), and downloading and using music in the Broadway musical theatre class.
|
|
|
0
link
|
|
Karen Monroe Posts: 3
12/8/2016
|
One of my students in my Theatre class has difficulty with expressing his thoughts with written assignments and is allowed extended time. Instead of a written journal to record his reflections, I have been using technology to differentiate his assessment by allowing him to record his reflections on a voice recorder. At the end of the week he leaves the voice recorded journal with me and I return it to him on Monday so he can use it the following week. It has been a very effective tool/strategy that helps this student grow as a theatre student by providing thoughtful reflections and participate.
|
|
|
0
link
|
|
Leslie Merry-Cochrane Posts: 3
2/27/2017
|
Leslie: Option 1: - Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
One strategy I would use within my Art class would be the Letter Strategy that utilizes Acronyms and or Acrostic sentences. For example, I could use a Mnemonic Acrostic Sentence when teaching students about the Elements of Design (Shape, Space, Line, Color, Value, and Texture). Using this catchy, easy to remember sentence: “Sometimes smart students leave class very tired” would help any student learn the names of the Elements of Design more quickly. Not to mention, it would likely also help them retain the information longer. Learning can be an exhausting task for any student, not just students with varying exceptionalities. So, connecting this sentence with the idea that where there is effort there will also be success is a good way to reinforce both memorizing the Elements and positively scaffolding their work ethic. All students sometimes get tired or frustrated during the learning process. But student with varying exceptionalities need to be continually reminded that their hard work and struggles lead to successes.
Another strategy that I could implement within my Art classroom would be Semantic Mapping. Semantic maps would be a great way to assist all students as well as students with varying exceptionalities to structure their thinking and find connections between concepts or terms. One way Semantic mapping would be helpful in an Art classroom would be to teach or review the Elements of Design. By organizing the Elements of design on a Semantic map and building it in a linear way, students with disabilities could be easily paired heterogeneously within a group or team to complete a map in “chunks” or manageable parts. Not to mention, student could work on one portion of the semantic map each day then later it could be combined to make a larger chart size map after several days. Using a semantic map within a heterogeneous group also lends itself to having students chose tasks that play to their strengths or interests. One person may choose to research famous artists and print out visual examples of the elements in use, while another student may enjoy drawing, painting or creating handmade examples of the elements. Either way specific “jobs” while working on a semantic map can be easily modified or adjusted for all student needs.
|
|
|
0
link
|
|
Jason Schiessl Posts: 3
3/17/2017
|
Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
I have used a number of the strategies presented in the lesson content, which is encouraging to know that I am on the right track with approaches to learning (ATL).
I use mnemonic instruction when covering an important checklist for my acting analysis course. Students need to know what an action is. However, often times they struggle with knowing what makes a good action. There is an action checklist that I cover with the students that involves nine items on it. Students often times have difficulty simply remembering/recalling that information. I found that creating a series of mnemonic connections both verbally and physically helps not only the recall aspect of the learning process, but due to the ease of the recall using such devices, we can concentrate on connecting the content to higher level thinking and operations, which reinforces the learning process.
Cooperative learning is vital in the arts. I have always found that one learns just as much, if not more, helping/teaching peers. Therefore, often times I group students together into smaller sections so that each can work together on performance pieces (monologues/scenes). When I select groups I often times combine those of varying abilities (low/med/high competency). As a result, those that are low performing can get comfortable performing in front of a smaller group of people, and receiving feedback from peers which can be less intimidating. Those at the medium level can also become more comfortable and gain confidence in what they are doing, as well as work on assessing/analyzing others' work to bring them from mid-performing to high-performing status. The high competency student is operating on the highest level due to the integration of all acting components, but also looking at peers' performances, providing feedback, problem solving, and instructing so that the others can grow and be more successful.
|
|
|
0
link
|
|
Richard Jackson Posts: 5
5/23/2017
|
Administrator wrote:
Choose One(1):
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
|
|
|
0
link
|
|
Richard Jackson Posts: 5
5/23/2017
|
Administrator wrote:
Choose One(1):
- Option 1: Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
|
|
|
0
link
|
|
Richard Jackson Posts: 5
5/23/2017
|
Administrator wrote:
Choose One(1):
- Option 1: Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I had a student who was hearing impaired, and I used an assistive technology called an "FM system" which the school had. The website for the system lauds it as being, "a wireless system designed to help someone better identify and understand speech in noisy situations, and over distances of up to 50 feet." The device was a small transmitter microphone which I wore and it worked with the student's hearing aid which had been outfitted with a small FM receiver. The device worked extremely well, and the student greatly benefitted from its ability to drown out noise - given that theatre classes can be noisy environments.
|
|
|
0
link
|
|
Agatha Christine Posts: 3
5/23/2017
|
Using different mnemonic devices for the elements of Art & principles of design would be a great way for students to comprehend their connections. To really sink it in, drawing a composition illustrating the mnemonic sentence would be engaging and serve as a visual reference.
I would also like to explore using the iPad apps suggested for my students who need more guided practice and my students who need a challenge.
|
|
|
0
link
|
|
Kirsten Carmody Posts: 3
6/9/2017
|
Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
In my class, I have been using a wireless mic and an amp to amplify my voice. I have had several students with a hearing impairment. The students had some difficulty hearing me, as I am a bit more soft-spoken and having my voice amplified helps them (and other students) to be able to hear me better without doing vocal damage to my voice. I also did a little research and learned that having my voice amplified allows students with ADHD to focus more on what I am saying and directions for projects (rather than the non amplified voice of a friend sitting next to them chatting).
|
|
|
0
link
|