7/19/2016
Topic:
Students with Disabilities
Lisa Hewitt
|
I had a kindergartener with Autism Disorder. He was high functioning with difficulty mainly in socialization and spatial awareness. His movements would interfere and upset other students then he would be upset as he felt their unhappiness with him. One class, I could tell he needed space to move so I took Velcro that I had on my floor for staff work and created a large rectangle. He immediately came over and asked to sit there. Of course, that was my intention so I "allowed" him this space. He was next to friends but understood the purpose of the lines. I had put the fuzzy part of the Velcro on top of the hooks so it was tactile for him as well. He would trace all the lines, move in he space during the lesson and enjoyed having that freedom. He participated with the singing and beat work. When it was time to line up, he asked if he could have his "music box" the next time. I debated the sensitivity of this but he was not isolated from his friends and actually engaged with them more and more appropriately. He wasn't restricted from going in and out when we all got up to do movement. I went with his wishes and we kept the music box for about 3 weeks. Once it was gone, he had a sense of space. When he was in 5th grade, he mentioned the music box to me and that he remembered it being fun. It's always hard knowing if you are doing the right thing for these students. I guess this one was a success. |
7/21/2016
Topic:
Tools and Strategies
Lisa Hewitt
|
I would like to develop and incorporate the cubing strategy more in my classroom. I think it could be introduced in a fun and engaging way to the class as a whole through foam dice. Once we have understood the model classwide, then I would move to small groups and later, individuals. This would help the student with disabilities by having multiple examples and models before asking him/her to do it alone. It would also be a way to assess how each one is understanding the concept. The other strategy I would like to use more is task analysis. I use this but have not ever thought about creating ways to be sure the students understand it on their own. We go over the process for playing a new melody, for instance, but I realize I could display it in the room so I don't have to guide them all the time and they can be more independent. This is not only better for the student with disabilities but for all students in my room. |
7/21/2016
Topic:
Assessment of Learning
Lisa Hewitt
|
I have a student with an orthopedic impairment. His fingers are not able to hold a pencil very well and they get tired. I have used response cards with him with great success. |