|
Administrator Administrator Posts: 18
4/11/2016
|
Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
|
|
|
0
link
|
|
Debra Bellamy Posts: 3
4/24/2016
|
I taught a blind student who was attempting to learn 6th grade math. She did not know her addition facts or subtraction facts. We used blocks with braille and printed numbers on them. At first, I lined up the blocks to make the addition exercises and had her feel the exercise as I explained what she was touching. She used technology to add single digits and I taught her to line up the answer underneath the exercise. I taught her addition with carrying. She used her braille machine when I gave her a quiz or test.
|
|
|
+2
link
|
|
Debra Bellamy Posts: 3
4/25/2016
|
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 multiple sclerosis. She could not talk, walk or use her hands. She used a machine that would highlight pictures, alphabets, or numbers, one at a time. She would tap her head against a headset when what she wanted to communicate was highlighted. I would switch the machine to scroll through pictures or letters or numbers to fit the situation. We used the machine to talk for her and write for her.
|
|
|
0
link
|
|
Debra Bellamy Posts: 3
4/25/2016
|
Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
I have taught SLD students who were given my math class 1st or 2nd period because they would be more attentive and less tired in the morning. I have given some SLD students extended time to complete quizzes and tests as well as homework because their disability makes them work slower.
|
|
|
0
link
|
|
KAREN ROMINE Posts: 4
4/25/2016
|
I have a couple of students who are hearing impaired and I teach Chorus. It affects the class in that if the student is unable to hear the music, it makes pitch matching, improvising harmonies and many other elements of this performance based class difficult for all concerned. One thing I always do is make sure that they are close to the source of the music...whether that be an instrument, a person or a speaker. Another thing I do is surround them with strong singers so that they are encompassed by the sound. Finally, I have worked with students privately after school to help them with pitch matching and recognition incorporating hand signs to communicate pitch directionality and specific interval sizes. I also provide recordings of their voice part, the accompaniment and the voice parts of all the other singers to allow them to practice at home.
--
Chorus Teacher Middle/High School
|
|
|
+1
link
|
|
Erin Wright Posts: 3
5/5/2016
|
I had a student with Emotional Disturbance who barely talked to her classmates in the year before and didn't talk to her teachers at all. She had severe anxiety and was way behind in reading. At the beginning of Kindergarten, she knew her letter sounds, but by the end of the year, a push for her to talk and read led to more anxiety and she would run away when someone offered to read to her. She'd shut down and didn't even know what she knew at the beginning of the year.
I started working with her in first grade and stopped pushing her to read at a first grade level. I also stopped forcing interactions. I continued to offer to read to her and within a few months, she would bring me stacks of books to read. By the end of the year, she could read some words and knew her letter sounds again. I worked with her again in second grade and by the end of that year, she'd nearly caught up to her peers. She just needed someone to understand her anxiety and not force situations that triggered it. She needed to be able to learn at the pace where she felt comfortable (with a little nudging).
|
|
|
0
link
|
|
Andrea Anderkin Posts: 1
5/10/2016
|
I have had a DHH (Deaf and Hard of Hearing) student within my language arts classroom this year. She has used an assistive technology device called an FM system to hear more clearly the instruction given. She also has two hearing aids that she wears daily. I wear a microphone that helps isolate what I am saying and goes directly to her device. It helps her to block out other noises.
|
|
|
0
link
|
|
Kim Squicciarini Posts: 3
5/14/2016
|
I have had a student with high functioning autism (aspergers). This disability can be made very apparent in an environment where self awareness and ability to think outside of the box is a plus. This student felt very comfortable with situations that are black and white and that he could complete on his own. In the fine arts there are a lot of cooperative assignments. I was able to meet his needs by allowing him to research topic for improve and present them to the class, basically putting him in the directors seat. This way he felt a level of control in this situation. He enjoyed the technical side of things so he was on the lights and mics where his level of concentration was an asset.
|
|
|
0
link
|
|
Tiffany Demps Posts: 3
5/24/2016
|
I have a student in my theatre class that is on the autism spectrum. She struggles with social interactions and is extremely fixated on her specific likes and interests. This can make group projects very difficult. It can also be difficult to keep her engaged if she is not interested in the current topic, which can lead to behaviors that are very distracting to the class. One way that I successfully accomodated for this student is to use one of her favorite TV shows as a source for monologues and group acting scenes. Because of her extreme interest in the characters and plot, she was engaged and focused, eagerly learning lines, talking about characterization, even going as far as to create a costume for the project.
|
|
|
+3
link
|
|
ileana reich Posts: 8
6/2/2016
|
I am responding to the question: think the student with a disability
you have now or in the past. Describe the ways in which their
disability affected their learning in your class. I am taking this course for SWD credit. I not teach any of the categories listed. I am posting this under theatre because I could adjust this scenario to perhaps acting out a story to show understanding with a group of peers.
When I was teaching 3rd grade in Palm Beach County schools about 10 years ago, I had an autistic student who was very uncomfortable working in groups. It took me a very long time to get
him comfortable enough to even sit in a group even if he did not participate. We came up with the thumbs up signal, if he felt able to join the group. If you did not feel comfortable enough to join the group, he would give me a thumbs down.
By the end of the year he was at least sitting in joining a small group sessions. One way that I worked around this barrier was providing him the opportunity to complete the same tasks in an inner
active electronic fashion instead of face-to-face with people using a computer program attached to the textbook to review vocabulary etc. If I did not provide for other ways for him to have the opportunity to
be exposed to the activities, he was not going to make the learning gains he needed to make.
|
|
|
0
link
|
|
ileana reich Posts: 8
6/2/2016
|
Hi, I agree with the way you handled this situation" "Tiffany Demps wrote:
I have a student in my theatre class that is on the autism spectrum. She struggles with social interactions and is extremely fixated on her specific likes and interests. This can make group projects very difficult. It can also be difficult to keep her engaged if she is not interested in the current topic, which can lead to behaviors that are very distracting to the class. One way that I successfully accomodated for this student is to use one of her favorite TV shows as a source for monologues and group acting scenes. Because of her extreme interest in the characters and plot, she was engaged and focused, eagerly learning lines, talking about characterization, even going as far as to create a costume for the project. ". I had a student two years in a row in a regular Ed class who was autistic. Social interaction was an issue. I am happy to note that by the end of the second year, he took a try at leading a Socratic seminar. He volunteered! My hope is that students and teachers continue to think out of the box to get learning goals met, but also to provide a safe environment where they may want to step out and do things they have never done before.
Ileana Reich
|
|
|
+2
link
|
|
ileana reich Posts: 8
6/2/2016
|
Hi Kim,
Wow! This idea was great thinking: "Kim Squicciarini wrote:
I have had a student with high functioning autism (aspergers). This disability can be made very apparent in an environment where self awareness and ability to think outside of the box is a plus. This student felt very comfortable with situations that are black and white and that he could complete on his own. In the fine arts there are a lot of cooperative assignments. I was able to meet his needs by allowing him to research topic for improve and present them to the class, basically putting him in the directors seat. This way he felt a level of control in this situation. He enjoyed the technical side of things so he was on the lights and mics where his level of concentration was an asset. ". I like the way you put him in the driver seat!
|
|
|
+1
link
|
|
Chris Waterman Posts: 2
9/15/2016
|
I too have several students in my theatre classes with high functioning autism (Asperger's). I've found that many of them are wanting to work by themselves. Due to the nature of my theatre class setup & requirements, the students work in collaborative groupings (paired partners, small/large group) and write their own scripts. One young man had some difficulties in writing his script by hand due to having poor writing skills. He and his partners decided they would use their IPads in class along with working on Google Docs to create their script. This helped the young man feel better about the writing process & since that time he has returned for another Theatre class and actually wrote in a reflective journal entry that he really likes writing his own scripts and acting them out on the class stage.
|
|
|
+1
link
|
|
Sharon Skiles Posts: 3
9/15/2016
|
Responding to: - Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I have had a student with Cerebral Palsy that could not handle the small beads and twine for a visual arts project. Peer cooperation was the solution in this case. I paired the student with CP with another student that had dyslexia, so they worked together, one read the directions and the other created pattern.
|
|
|
0
link
|
|
Trisha Posts: 3
9/15/2016
|
I have a student who has O.T. services for fine motor skills. He struggles to write and and his computer is not helpful in music class. We have been working on learning the lines and spaces of the staff and I created a white board with 5 lines made of velcro. He attached his notes to it rather than drawing his notes with a pencil or marker.
|
|
|
0
link
|
|
Trisha Posts: 3
9/15/2016
|
I really like how you used their strengths to accommodate the other student's disability. This is a great way to encourage them and help them at the same time.
|
|
|
0
link
|
|
Deborah Scarbrough Posts: 5
9/19/2016
|
This is my first year as an art teacher. For the past 31 years I have taught kindergarten through fifth grade. I teach at a school with a large ESE population. I have a variety of students with different exceptionalities. Since many of my students have difficulty with small motor coordination it is difficult for them to trace and cut. A few like to put everything in their mouth. My lesson was on primary and secondary color. My lesson involved using paint to make the secondary colors. Since some like to put things in their mouth I changed it for them. I made my own playdough. I added food coloring to make red, yellow and blue. I had the students roll it and play with it so they were used to the texture. I then gave them another color to roll together. They could see that the primary colors mixed together made secondary colors. This was also good for small motor skills. . I have discovered since then that I could color the dough with Kool-aid. It is non-toxic. I did make sure that none of my students had food allergies.
|
|
|
0
link
|
|
Sean Reed Posts: 1
10/26/2016
|
I have several autistic students that need constant behavioral monitoring in my Theatre class. These students generally have an extremely difficult time engaging in conversations with peers and acting in front of class. I found that a lot of the students were more comfortable with music and television shows. So while students were working in small groups to create a scene, a select group of students would work with a few of the CSS (communication/social skill) students to choreograph a song and dance from SpongeBob Squarepants. All of the students had a blast participating and sharing their hard work with the class. It really opened the door for the CSS students to integrate more with the general education students.
|
|
|
0
link
|
|
Margaret Paxson Posts: 3
10/28/2016
|
Over the years I have taught multiple students with autism on my speech and debate team. I have found that through the structure of speech and debate, many of them find additional ways to manage their own behaviors and focus. Sometimes having an extracurricular activity to look forward to and focus on can be really helpful for these students. At the same time, however, all of the students I have taught with ASD have been either high functioning or high functioning enough that counseling and strategies have helped them significantly. As an extracurricular coach, I also do not have too many behavior issues as being on the speech and debate team is a privilege instead of a required or optional class with grades attached.
|
|
|
0
link
|
|
tiffanycauthen Posts: 3
11/2/2016
|
I currently have a student with autism spectrum disorder. She is very shy when it comes to reading aloud or performing on stage. this limits her involvement in the class and makes it difficult for her to be engaged in what the other students are working on. in order to accomodate her, I have added in some written responses to the other student's' work in order to gauge her comprehension of the material. I am also working more one on one with her and her group in order to make sure she has the opprotunity to be on the stage without being front and center until she gets more comfortable. We are working on silent parts first and I hope to move her to verbal pieces as the year goes along. She has already been taking steps towards attempting stage movement in the safety of her group and recently performed a small skit on the stage for the first time.
|
|
|
0
link
|