6/20/2017
Topic:
Students with Disabilities
Christopher Roll
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Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I reciently taught a student on the autism spectrum. He suffered from asburgers syndrome. This students disabilitie affected them by making it difficult for the student to participate socially within the classroom setting. This student bosted an exceptually high vocabulary, coupled with astonishingly high reading scores. Unfortunately, due to his socal awkwardness, and difficultly accepting small failures and rejections, he was quick to become visibly frustrated if antagonized by a classmate, or if his artwork received a negative criticism from a classmate. His student often became overly emotional when struggling to communicate with a classmate, or if frustrated with his own lack of ability during a new activity. Emotional outbursts including shouting at others, claiming publicly that " not one likes or listens to him", and on occasion, crying out of social frustration distracted both himself and others within the learning environment. |
6/21/2017
Topic:
Tools and Strategies
Christopher Roll
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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 describe the specific technology and how it assisted the student with a disability.
One way that I have used technology to meet the needs of a student with a disability in my classroom includes using a document camera, laptop, and digital projector screen to provide large scale, real time, guided practice painting demonstration to a large class that included a students with disabilities. One particular student struggled with being able to effectly see and hear my live demonstrations when I used to performed them at a table, without the aid of technology, and with the large class of students All gathered tightly around my seated location at the end of a long table.
Conversely, with the aid of the document camera, my student is able to watch in real time from the comfort of their own desk, a large, zoomed in image of my painting demonstration from the digital screen. I placed the students seat close to the large screen to ensure a clear view of the demonstration, and since all students were seated comfortably, thanks to this technology, it was easy for me to pause the demonstration to circle the room to check for understanding and provide support where needed. |
6/21/2017
Topic:
Assessment of Learning
Christopher Roll
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities
One adaptive assessment that I have successfully used in the fine arts classroom for students with disabilities writing into my summation assessment grading rubric a picece on work ethic and effective time management. This section includes a student self-assessment part, and an equally weighted part where the teacher rates the student on their perceived effective use of class time. This is a strong adaptation for my students with special needs, especially those who require an aid in the classroom, because unlike some students without disabilities who earn poor grades due to a lack of effort, I find that my students with disabilities often display a strong work ethic, Beth sometime struggle with more techniqual parts of the lesson. If a student with special needs earns a 6 out of ten from their techniqual drawing portion of the lesson, they will likely earn a 9 or 10 out of 10 on the work ethic and time management piece. These grades average well together, and I believe this adapatation better reflects the true nature of my student's performance. |