4/18/2018
Topic:
Students With Disabilities
Heather Ramirez
|
(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.)
Several years ago I had a student with autism, and he was highly-functioning. His disability interfered with his ability to interact with ease socially with his peers, but he could easily understand information as well as write beautifully. The writing part stood out because he just could not speak well, yet he could write effortlessly. What stood out to me the most, however, was the willingness of his classmates to work with him. For example, one day my student with autism had a complete melt-down that resulted in him running around the room, screaming. His peers watched with shock, but they did not laugh. Some even returned to their work while he was screaming. Most of the students' expressions showed surprise, but it was a surprise laced with curiosity. After my student had calmed down, I sent him to the restroom so I could talk to the class about what had just happened. The following discussion allowed for an open and honest conversation about autism and how it must have felt for him to go to the extremes that he did. What followed was not pity, but an honest respect. Students were very careful not to touch him--that is what set him off--and I was touched by their innate desire to do right by this young man. |
4/25/2018
Topic:
Students With Disabilities
Heather Ramirez
|
- 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.
Two strategies I will use in my classroom are the Task Cards and Cubing. For the student with disabilities, I could tailor the Task Card so that the student can complete tasks that he/she is physically capable of doing. For example, if writing is a problem, then I could include either at typing component or a more abstract way of conveying understanding as in pictures or the use of technology. Regarding Cubing, I could do the same as well as focus more specifically on areas the student needs to practice. For example, if he/she is not ready to synthesize, a higher order function, then he/she could practice the skills below that in order to get to the point of synthesis on another assignment. |
4/25/2018
Topic:
Students With Disabilities
Heather Ramirez
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities
I have a student who has difficulty physically writing. Word count is important and cannot be altered, so I allowed him to either have his parent write the work or for him to use a computer and type the work. It was a successful strategy I utilized throughout the year. |