7/13/2017
Topic:
Students with Disabilities
Angeline Parkin-Milambiling
|
- 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.
In the past I have had a student who was deaf. Her disability affected how she could gain knowledge in the classroom. She wore a cochlear implant and usually had an interpreter for the beginning of the class instruction time. At the beginning of the year, as was I learning about her needs as a student, she put her head down on the table and refused to do any work. I quickly realized she need more support from myself and sought to accommodate.
I sat her close to my desk, so she could see my lips move, and see directions and demonstrations easily. I also tried to gesture a lot or use my limited ASL signs to convey a direction clearly. Videos were sometimes a problem for her to hear, so I made sure the videos were CC and printed out any supplemental papers that she could use to help clarify her learning.
All of these accommodations helped her understand the directions and stay on task. |
7/13/2017
Topic:
Students with Disabilities
Angeline Parkin-Milambiling
|
At the beginning of the year, it can be stressful for our little friends with transitions and/or new experiences. Agreed, reliable routines with clear expectations really help to calm students.
[Karen Goslin wrote:
I had a student that has ASD and he disrupted the class by yelling and banging on the table. At first this usually startled and stopped the other students from working on their artwork. As the class continued to work and routine became established he started to calm down and continue to work too. I found that always going over expectations and having a solid routine for him to follow helped him not be so disruptive because he understood what he was suppose to do and didn't get frustrated. |
7/13/2017
Topic:
Students with Disabilities
Angeline Parkin-Milambiling
|
I really like how you empower him in the hallway by letting him share the expectations for the day.
Kim Andrescik wrote:
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 |
7/22/2017
Topic:
Tools And Strategies
Angeline Parkin-Milambiling
|
- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
Venn Diagrams are a great strategy to use for all students in general, but greatly support learning for students with disabilities. Since some students with disabilities may have trouble interpreting and understanding larger themes, or main ideas, Venn Diagrams allow students to visually compare and contrast, and organize information in smaller chunks. Venn Diagrams are a useful strategy for students with disabilities to show their understanding.
I can use Venn Diagrams in comparing and contrasting artwork, art mediums or tools, art stories, etc... When introducing a Venn Diagram, guided sequence and direction on how to fill it out is a must, so students know how to use it properly.
Another great strategy for students with disabilities are Tiered Lessons. Organizing the tasks from basic to more complex or organized for learning styles (Bloom's Taxonomy), this approach gives students in your class more choice and individualization. This helps students with disabilities as they can choose the appropriate readiness level, and still be learning the same content with class peers. Tiered Lessons can give flexibility for students to either reinforce or build upon their learning with a concept.
An example of a Tiered Lesson strategy
1. Group 1: reinforcing understanding
Students will draw 2 dimensional geometric shapes using cross-hatching techniques.
2. Group 2. building upon learning
Students will draw 3 dimensional geometric shapes using cross-hatching techniques. |
7/22/2017
Topic:
Tools And Strategies
Angeline Parkin-Milambiling
|
Christine Jamrok wrote:
Hi Christine, What a nice way to include your student with ASD and boost his self-esteem! I will be looking up the Kahoot game. Thanks for sharing.- 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.
I have a non-verbal student with ASD in my classroom. He is incredibly bright, but lacks the ability to communicate effectively with his peers (in addition to not being non-verbal, writing also poses a challenge). One of the ways I encourage this student to work with his peers is through Kahoot--- a trivia game that uses tablets and my smart board. Rather than having to speak or write responses, students choose from available options, and their answers are projected on the board, and points are awarded based on response times. Because this student excels at this activity, he has become a valuable team member in a group that may have otherwise not included him. Not only does this activity allow me to assess his learning, it lets him be a valued member of our classroom community. |
7/22/2017
Topic:
Assessment of Learning
Angeline Parkin-Milambiling
|
- Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
I have a brilliant art student, who has Autism, that only likes to do one kind of art. Giving him a pre-assessment with an exit card is paramount. I can figure out how much he understands, and how to weave in his interests to entice him to try new skills. In order to keep him on track with learning objectives, I use a formative self-assessment in the form of a checklist to help him organize and take responsibility for his learning. Providing him with extra time, as he is a perfectionist, gives him the support he needs to complete his task without worry. Also, giving him encouraging words to help him continue on his task and sustain effort longer helps him redirect his attention.
edited by Angeline Parkin-Milambiling on 7/22/2017 |