10/28/2016
Topic:
Students With Disabilities
Margaret Paxson
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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. |
10/28/2016
Topic:
Tools And Strategies
Margaret Paxson
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Option 2: Though I am a speech and debate coach, I teach advanced science during the day. Over the past five years, I have had two students with serious dysgraphia and written processing disabilities who have required use of computers to help process information. One of my students this year has dysgraphia and an inability to write comprehensively. His handwriting is incredibly weak and he is physically incapable of forming letters. To help him combat this, I have a second computer in my classroom that he is able to use whenever he needs. He takes all of his tests on this computer and saves his files to a special flashdrive. Without access to this technology, this student would not be able to succeed in a class which is so heavily dependent on written communication.
On my speech and debate team, I regularly use technology to help students organize information. I have had several learning disabled students over the years who have relied on electronic filing of information to help them organize research for speech and debate cases, speeches, or performances. I have found that students tend to be more successful when they are able to use technology as it is a resource many of them are comfortable with, and as a result gain confidence from its use. |
10/28/2016
Topic:
Assessment of Learning
Margaret Paxson
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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 lab notebooks with my students to keep track of ongoing opinions, perceptions, and attitudes about environmental science. Several of my students struggle with this format because it requires them to organize information without outside help. For students who struggle with this due to various learning disabilities, I have provided typed graphic organizers and more explicit instructions instead of open reflections. Additionally, students who are unable to write (dysgraphia, etc.) are able to organize their thoughts and opinions using typed media instead. One of my students types his entire lab notebook, and uses photoshop for creating drawings of things observed instead of handwritten observations. |