6/10/2021
Topic:
Students with Disabilities
Jodi McLeod
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I have a self contained EBD class (actually 2 EBD classes combined together at one time) and find many of them enjoy art. I find that they like to make decisions and feel in control of what they are doing, as opposed to being told EXACTLY what medium to use, and how to go about it. For instance, I will present a project at the beginning of class. I will tell them they can either use markers or paint to complete the project. Some students will offer/ask if they can alter the subject a little bit, and if it's within reasonable boundaries, my answer is yes.
The result of their art is varied...some copy my example exactly, some put a different twist on the original example. In the end, they are involved, and using their creativity. |
6/19/2021
Topic:
Tools And Strategies
Jodi McLeod
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Two of the strategies that I use in my classroom are letter strategy and peer partners. An example of letter strategy is ROYGBIV to remember the sequence of the rainbow colors. And for peer partners I strategically assign the students to seats/tables that work well together either for academic help or emotional/behavior reasons. I am able to do this because I teach basically the same students every year, just have to figure out the kindergartener's learning styles thru out the year to make their peer partners work. |
6/21/2021
Topic:
Assessment of Learning
Jodi McLeod
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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 teach a few ebd classes which are self contained, and I have adapted my assessments for them in my presentation (shorter instruction time), responding time for students (more time for question/answer before starting the art project), Setting (students are spaced farther from each other to feel more comfortable in their creative thoughts along with lots of interaction from me to show them I care about their creativity) and scheduling (I give them frequent feedback on how much time they have left in class, and address the fact that they will be able to work on this art project again during the next scheduled art class if they need more time.) |