4/9/2019
Topic:
Assessment of Learning
kathy Rodriguez
|
I currently have a student that has a LD and very low functioning. He is about 2 grades behind level and can not follow multi step directions. In art class, in order to give him the support he needs, I often give him a sample of the project and see if he can duplicate it. I also make sure when I give him the directions to the project or to what I am assessing, I only give it to him one step at a time. Fine motor skills are difficult for him, so he is given extra time to complete the work. To see the progress he has made, is very rewarding even though he is very behind. |
4/9/2019
Topic:
Tools And Strategies
kathy Rodriguez
|
The two strategies I use most in my current classroom with a student who has a severe learning disability and autistic is differentiated instruction and cooperative learning. This student can not write words and can not even copy words, so when my students are doing the daily writing assignment, this student traces over the words on a worksheet that has already been pre-printed for him. Do to his disability, he often does not finish his assignments my one class period, so he is given extra time. I do not expect him yo give me the same final product as the other students. While all the other students in my class do a worksheet, he is often given a whiteboard and sits next to me and draws me the related picture to what the students are writing. Cooperative learning has been wonderful for this student because I always sit him with a high achieving student. I have found that most high students like to help and that works out perfectly because he needs a lot of help. This student can not follow multi step directions, so by putting him in a group with other students that know what to do, he is able to follow the work more easily. |