4/27/2016
Topic:
Students with Disabilities
Kim Andrescik
|
One of the students I have in my first grade art class has an emotional/behavioral disability. He has a difficult time entering the classroom and transitioning into different activities and situations. It takes him ten minutes to get settled down and be ready to start class. He struggles with self-control and focus. This student does not stay on task and complete class projects without support and interventions. He disrupts other students who are working and often times needs one-on-one attention from the teacher. He gets angry easily when his art project doesn't work out the way he had hoped it would. I have had to make many accommodations in class for this child. Usually, I meet him in the hallway before class starts to review the rules and let him know the expectations of the assignment that day. He enjoys being told what we are going to be accomplishing that day and then I allow him to share with the other students what he heard me say the directions were. He needs close proximity with the teacher so I have him sit at the table near my work station. Often times, I praise the students who are working at his table to encourage him to stay focused. When he starts to get distracted or loses interest in finishing his project I will praise him for his work and point out what I like about his effort. He gets to earn a ticket for my prize jar at the end of class if he finishes his work and cleans up his area.
edited by Kim Andrescik on 4/27/2016 |
4/27/2016
Topic:
Tools And Strategies
Kim Andrescik
|
1. Two of the strategies that could potentially be implemented into my art lessons are graphic organizers and chaining. Many times my lessons have multiple steps in a process. Many times I give the directions orally while modeling each step. After I have modeled the steps involved in completing the lesson, the children begin their projects. I walk around the room and assist as needed. Each class children ask me "What were we supposed to do again?" If I implemented the strategy of graphic organizers into my lessons I could have each step of the project written in a space on the organizer for the children to refer back to while they work. Often times I think I give too many oral directions for each project. The strategy of chaining would probably be helpful as well. Taking a lesson and breaking it down into small manageable steps would make the lesson more enjoyable and understandable for my students.
2. One way I have used technology to meet the needs of a students with a hearing disability is that I wear an FM system while I teach. I wear a transmitter with a small microphone attached to it while I teach. He has a microphone in his hearing aids that allow him to hear my directions and voice clearly without being distracted by the background noise of the classroom. This also allows him to hear my voice even if my back is turned to him or I am across the classroom.
edited by Kim Andrescik on 4/27/2016
edited by Kim Andrescik on 4/27/2016
edited by Kim Andrescik on 4/27/2016 |