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John Schweig Posts: 4
2/20/2018
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Technology has enabled Visually Impaired children to have greater opportunities than they did a decade ago. Bulky and expensive visual-aid machines were sent along with VI students I had in my early years teaching, but with the proliferation of school-owned laptops, VI students now have several options. All of the documents I hand out or display on the Smart Board can be loaded up to my website, where they student with an at-seat laptop can access them and enlarge them to the point of visibility. Each Powerpoint I show on the board is available on my website, as are the PDFs of the documents I'm using, so students can just click and enlarge.
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John Schweig Posts: 4
2/20/2018
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Reply: Perhaps you could get the administration at your school to buy one to keep in the classroom. Sometimes, local private agencies provide grants for such materials purchasing.
rebecca ford wrote:
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.
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Matthew Michel Posts: 3
2/27/2018
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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'm a high school English teacher. Since I teach a lot of Shakespeare and other drama, this course seemed like a good fit to implement theater practices into my lessons (a lot of my students are active learners).
I already use mnemonic devices in my classroom. Students use it to remember vocabulary words. Some of my ESE students have recall issues, so I think that I could also use this as a tool for students to help remember information on a quiz or test. By rhyming information or creating acronyms, students will remember information more accurately.
Choral response is another great strategy that I sometimes implement. I like it because it requires all students to participate and it keeps all students on task. For students with disabilities, it's great because they don't have to stand out and can be a "part of the crowd."
I also want to implement more cooperative learning in my classroom. I feel like I don't do enough of this. Giving students the opportunity to work together will increase learning gains. I just need to make sure that I also provide individual accountability for the activity. Peer teaching sounded very interesting as well. Sometimes students learn better from other students, so I could pair a student who has mastered the material with someone who is still struggling.
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Chriss Celentano Posts: 4
4/29/2018
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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.
Task Cards are a great strategy for helping students with disabilities - and as mentioned, all learners. I love the idea of having a tool to help a student remember what their task is. If a student is in charge of or part of a group working on an aspect of a show, having a colored card that has the question that needs answering (Where is the setting?) or directions (Build 3 bananas that are 10" long) will surely be of value. When students get together and start planning, some students with processing issues may become lost on a seeming tangent. With Task Cards, there is a physical, easy to find, guided set of instructions they can refer back to.
Differentiated Assignments is a great way to have all students participating while at the same time ensuring those students who need more get more while other students are doing equally worthwhile activities that better meet them where they are currently at. Having some students explore the imagined backgrounds of a character while other students work on something more concrete makes each day a chance for growth.
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Dave Thomas Posts: 4
5/29/2018
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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 taught a student that suffered from a partial paralysis in the hands and also had a speech impairment. At times, this student wanted to try to write, but sometimes it was too much for him. He had a device with him to allow for work to be typed and then printed later; but sometimes he wanted to engage in real-time interaction with class activities without feeling overly-assisted. I allowed him access to a laptop or even his cell phone to text simple answers directly to me. In this way, he was able to engage in orally-given quiz practice sessions with real-time feedback about correct or incorrect response, where his other devises would not have allowed for the work to be assessed in the moment. It also allowed him the freedom to sit away from me and not feel that he was hovered over during class. He expressed that he felt more independent in my class than he had in others.
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Taryn Lumia Posts: 3
5/30/2018
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- 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 with a broken arm who was unable to play the recorder until their arm healed. In order to meet objectives and differentiate learning, we used an app where the student could "play" the recorder using games on an iPad to demonstrate their understanding. I then evaluated what they had learned an not learned and was able to assign worksheets and other activities to supplement and substitute playing the instrument.
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ANISSA RUIZ Posts: 7
6/10/2018
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- 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 have a student with Albanism and his eye sight is impaired due to it. It is helpful that I project anything that should go on the whiteboard. That way I can increase the font size so that he can read the directions and/or notes. Also, I upload any scripts we use in class to Managebac (what our school uses) so that anyone, even him, can download it and make it bigger if needed.
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Lindsay McDade Posts: 3
7/29/2018
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Describe how two strategies discussed could potentially be implemented in your classroom. Be sure to identify two strategies by name and describe how they could be used to address a student with a disabilities need.
There were many useful strategies presented in the Tools and Strategies section, many of which would benefit all students in my classroom. One strategy I thought would be useful is the letter mnemonic strategy. I liked the plot structure one used as an example. I also feel I could use this same technique with other lists we learn in theatre. An example of this would be when teaching Aristotle's Poetics it can be difficult for my students to remember the six elements, especially my students with intellectual disabilities and other health impairments. Using this strategy, I could come up with a catchy way for them to remember the elements. Another strategy that would be helpful to my students is peer partners for my students with intellectual disabilities. Peer partners could be used during projects when we are working on scenes and small plays. Another strategy I thought would help many of my students, especially students with ADD is the learning contract. Many great strategies in this section.
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Janelle Laux Posts: 3
9/4/2018
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- 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 describe the specific technology and how it assisted the student with a disability
I taught a student with a visual disability. For all of his scripts, I enlarged his font size and recopied his scripts to meet his needs. We then uploaded them to his phone where he was able to look through his spyglass magnifier to see and recite his lines. Anything that we were working on was able to be uploaded to his device and zoomed in enough for him to be able to work and interact.
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Florence Bason Posts: 3
10/3/2018
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- 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 describe the specific technology and how it assisted the student with a disability.
My first year teaching I had a student with an arm that did not work correctly. She was able to move it some, but lacked fine motor skills. I found her an enlarged mouse that she was able to use, so she could still use the computer as well as her peers.
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Darlene Stewart Posts: 3
10/28/2018
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In the drama classroom we already use many of these strategies to assist in learning. We start the year with a Bubble map about creativity to assist the students in advanced drama to examine their own steps in the creative process. We use story maps to analyse play structure; Venn Diagrams to compare time periods in history, and bubble maps to create characters. I will definitely use the ideas on note taking for Tech theatre. My students do a lot of Peer Partnering in activities and in specific types of learning. I am happy to see that I have already been doing many of the things that will assist all of my students to lean.
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Angela_Borths Posts: 3
11/8/2018
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- 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 have used voice recorders to help kids learn lines. I will record their lines, or their music on my phone, and then upload the tracks to Edsby. The kids can use them to help learn the piece. With one student in particular, she has a processing disorder and is a level 1 reader. For her, reading the words will not do any good. if she hears them over and over, she will pick up the lines. She is really good a memorizing song lyrics in this way.
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Kimberlin Osofsky Posts: 4
1/14/2019
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Reply to 2nd prompt - use of technology
I have used technology to assist students with a disability by allowing use of a laptop to record notes and answers to open Question/Answer period with open discussion time.
I provide opportunities to use graphic organizers I've created online for students be better visualize timelines and story structure analysis. It is also a helpful aid for students who have memorization challenges to learn lines by repetition of typing lines and cues on the laptop.
Tech units can be stressful to some of my students with special needs and anxiety issues. We use online programs to help with scenic and costume design and to explore lighting options. They save time and feel more in control of their own work expression.
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Kimberlin Osofsky Posts: 4
1/14/2019
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I have also found options of recording lines to be very beneficial to those who learn by hearing or rhythmic patterns.- 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 have used voice recorders to help kids learn lines. I will record their lines, or their music on my phone, and then upload the tracks to Edsby. The kids can use them to help learn the piece. With one student in particular, she has a processing disorder and is a level 1 reader. For her, reading the words will not do any good. if she hears them over and over, she will pick up the lines. She is really good a memorizing song lyrics in this way.
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Christa Whittaker Posts: 5
1/30/2019
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The most common disability I seem to encounter is Autism, and many times autistic students are placed in my improvisation classes specifically to help their communication and social skills. As part of the training, students keep a reflection journal , and several of my autistic students have used laptop-like devices ( I cannot remember what they are called) or have even done video journals on their ipads or phones that they can then send to me. I also let them record any sketch comedy that they create so that they can have a clearer record of what was successful or not and why.
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Lara Klopp Posts: 3
2/3/2019
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- 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 once had a student who was incredibly physically disabled - he was in a wheelchair and had minimal use of one arm/his hand; but he could communicate verbally and was extremely intelligent. While my students were completing an architecture unit, designing and creating building models, Cody set to learn and use various software for designing a building. Only using his computer and several types of software, he created an entire blueprint for a building, including furnishings, and designed the exterior landscaping as well. While he was not able to physically build his building, as the other students were, he took the design to a far greater depth and level of detail than the other students did. His designs alone were highlighted at our annual art show, they were so beautifully done.
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Courtney Kissling Posts: 3
2/20/2019
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Coming from a general ed background, I've used several of these methods in my classroom with frequency. Two of the most successful methods have been:
Guided Notes: When your class size is incredibly large and your population has a ton of attention issues, I've learned that guided notes ensure that your ESE students get the most important information. I have them look at the notes like a scavanger hunt, and they really seem to like it. It also helps me as an instructor to make sure I'm presenting the most important information and not go on a random tangent.
Cooperative Learning: Not only does this give students the necessary life skills required to work in a group, it also allows the teacher to fine tune the requirements, so that everyone is within their ZPD. The only downside of Cooperative Learning that I've found is that it takes you a while to truly know the students so that you can best create groups. It's not something you can do in the first quarter.
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PATRICIA ROSS Posts: 3
3/9/2019
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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.
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Patricia Ross
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PATRICIA ROSS Posts: 3
3/9/2019
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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.
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Patricia Ross
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PATRICIA ROSS Posts: 3
3/9/2019
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The two strategies I would like to focus snare Differentiated Instruction and Tiered Learning. I teach both High School and Middle School theatre. I have a student on the autism spectrum who insists that she wants to be an actress and that this will be her profession. However her ability to follow through and her extreme limitations when asked to get up in from of peers often prevents her from being even a participant, let alone successful. Differentiated instruction gave me the structure to give her additional time to learn her scene as well as using flash cards and peers to help her memorize. I also took advantage of Tiered Assignments, and gave her an extremely funny scene, but one that was not very long. After learning her lines, she then felt very confident to rehearse alone or for peers to get ready for the performance.
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Patricia Ross
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