1/14/2019
Topic:
Tools And Strategies
Kimberlin Osofsky
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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. |
1/14/2019
Topic:
Tools And Strategies
Kimberlin Osofsky
|
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. |
1/15/2019
Topic:
Students With Disabilities
Kimberlin Osofsky
|
I have had numerous students with varying levels and types of challenges in their education journey. I currently have a student with special needs to help in deal with Asberger's Syndrome and emotional outbursts of anger. I am his "cool down" room that he is allowed to come to whenever he feels overwhelmed or triggered.
In our class I allow him to work independently in projects that he would benefit from less chatter to prevent over stimulation. He often uses technology to keep himself organized which helps him feel in more control because it is visually organized to him.
There are instances where I have specific students in the class who have a positive relationship with him work on scenes and games with him. The kids in his class are very positive and encouraging and the class is very supporting of one another. We say "if one succeeds then we all succeed" and reinforce the mandate for a classroom that is safe from negative natures that foster ridicule and criticism and cruelty.
The student began with a difficult assumption that students he did not know did not like him. We spent extra time with getting to know more about each other and this allowed him to gain a capacity for empathy which yielded respect. He let his guard down to encourage them and by doing this, he had to allow these students to also encourage him.
Does he have outbursts and get anxiety from being overwhelmed? Not as often as he used to. We have built a routine of responses he can use when triggers begin and he has learned how to recognize them earlier. At times, he will come to my room and just re-organize the props cabinet or cleaning up the costume corner just to tidy up. As he physically organizes an external challenge, he is internally organizing himself: "What am I feeling?" "What prompted this feeling?" "Is it really bad or just uncomfortable?" "What's the worst that can happen and what's the best that can happen from this?" "Where do I go from here?" etc...
Other times he will step outside the door (with my permission) and do a sensory check by putting focus on 5 things he can see, 4 things he can hear, 3 things he can physically touch or feel, 2 things he can smell and 1 thing he can taste at that moment. He helps him to calm down and center himself. He comes back in the room and let's me know what is going on and if he needs further help or he will go to one of his 2 class buddies. |
1/15/2019
Topic:
Assessment of Learning
Kimberlin Osofsky
|
Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I use a graphic organizer to teach and help students visually discern story structure with the graphic of a shark and explaining the order of the story:
Prologue/Exposition is the water before the shark (Main Crisis) appears
Inciting Incident is the first bite
Rising Action follows up the dorsal fin
Climax is the top of the dorsal fin
Falling Acting follows down the fin to the tail
Resolution is the tail
Epilogue is the water after the shark/crisis has resolved
I use paper plates to assess student knowledge in film class. Each side of 2 plates has the topics of their research project: a director, a sub genre of film, a job in the film industry, title of a literature or play source upon which a film has been based
I offer prompts such as "Raise your plate showing your director's name if you director has already passed away" and assess a point accordingly.
Once a student earns 10 points, he/she may add one ingredient to one of six available cards (each card can only have 4 ingredients). I then choose one of the cards and try to cook something with those ingredients. The entire school knows I am not a cook. I bring back pictures of the process and the plate of culinary adventure. The kids get very competitive to add an ingredient and challenge me. In the process I have assessed their knowledge with active and verbal assessment as well as written since they submit the notes taken to prepare for the game. |