7/5/2016
Topic:
Students with Disabilities
Joseph Baker
|
I taught a student who was hearing impaired. This student had a sign language interpreter and would often not pay attention to his interpreter during directions, think-pair-share, or small group activities. In order to address this, I made sure I was close in proximity to the student during the aforementioned situations. I also developed a signal of putting my hand on the child's desk to cue him to look at the interpreter. |
7/5/2016
Topic:
Tools and Strategies
Joseph Baker
|
A hearing impaired student I taught had a sign language interpreter, but was reluctant to use an FM system to help him comprehend better. I consoled this student and encouraged him to use the system. As a result, the use o the FM system provided another layer of support to further his understanding of directions and comprehension of course content. |
7/5/2016
Topic:
Assessment of Learning
Joseph Baker
|
I had a student who was an excellent auditory learner but had great difficulty in writing complete sentences and paragraph answers due to an orthopedic disability. As a result I created a modified assessment strategy that included auditory responses, multiple choice, and cloze passage answers. In addition, I modeled how to write effective sentence and paragraph answers. I provided the student with written examples and non-examples of how to write both of those types of answers When I gave an assessment to this student that included complete sentence or paragraph responses, they were allowed to take the assessment home to complete. I contacted the parent of each of these occasions to ensure that they were aware that their child would be finishing t the assessment at home. |