6/20/2023
Topic:
Assessment Of Learning
Makenzie Oliver
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Example 1:
Student's Disability: Visual Impairment
Adapted Assessment: Oral Presentation
For a student with visual impairment who may struggle with written exams or assignments, an adapted assessment could be an oral presentation. Instead of requiring the student to write an essay or complete a written test, they can present their knowledge and understanding of the subject matter verbally. This assessment allows the student to showcase their comprehension and critical thinking skills through spoken communication, which can be more accessible for individuals with visual impairments.
Example 2:
Student's Disability: Attention Deficit Hyperactivity Disorder (ADHD)
Adapted Assessment: Chunked Assignments
Students with ADHD often struggle with sustained attention and focus. To accommodate their needs, assessments can be adapted by breaking them into smaller, manageable chunks. Instead of assigning a lengthy essay or project, the teacher can divide the task into smaller sections with clear deadlines. This approach helps students with ADHD stay organized, reduces feelings of overwhelm, and improves their ability to complete the assessment successfully.
Example 3:
Student's Disability: Dyslexia
Multimodal Presentation
Description: Dyslexic students may experience challenges with reading and writing. To provide an alternative assessment, a teacher could allow the student to create a multimodal presentation. This could involve incorporating visual aids, such as infographics or diagrams, along with spoken explanations or recorded audio to convey their understanding of the subject matter. By utilizing multiple modes of communication, the student with dyslexia can demonstrate their knowledge and creativity in a way that aligns with their strengths. |
6/20/2023
Topic:
Assessment Of Learning
Makenzie Oliver
|
Jessica Gautier wrote:
Copying patterns is a great form of student retention in each subject area. I have used it for years, and I have found this to be one of the most effective strategies! |
6/20/2023
Topic:
Assessment Of Learning
Makenzie Oliver
|
Courtney Smith wrote:
Have you ever tried thinking maps? I love utilizing graphic organizers as well, and have found thinking maps to be extraordinary when processing information and giving students the empowering act of choosing the thinking map he/she feels would best help with their processing of information/ |
6/20/2023
Topic:
Students with Disabilities
Makenzie Oliver
|
The student I had in the past had Autism Spectrum Disorder, which affected their learning in various ways. They faced challenges with social interactions, communication, sensory sensitivities, and maintaining focus on tasks. They often struggled with transitions, had difficulty understanding abstract concepts, and exhibited repetitive behaviors.
Accommodations and Modifications:
Visual Supports: I used visual supports extensively to assist the student in understanding expectations and routines. Visual schedules, visual cues, and visual aids such as diagrams, charts, and graphs helped them comprehend and follow instructions more effectively.
Structured Environment: To support the student's need for predictability and structure, I maintained a structured and organized classroom environment. Consistent routines, clear expectations, and designated areas for different activities helped create a predictable and safe learning space.
Individualized Instruction: I provided individualized instruction tailored to the student's learning style and needs. This involved breaking down complex tasks into smaller, more manageable steps, using visual and hands-on materials, and providing additional support as necessary. I also offered opportunities for the student to engage in special interests to enhance motivation and facilitate learning.
Social Skills Training: As social interaction was a challenge for the student, I incorporated social skills training into their daily routine. This included explicit teaching of social cues, perspective-taking exercises, role-playing, and opportunities for cooperative group work with peers in a supportive environment.
Sensory Breaks: Given the student's sensory sensitivities, I incorporated sensory breaks into their schedule. These breaks allowed the student to self-regulate and engage in activities that provided sensory input, such as using a sensory bin, taking a walk, or listening to calming music. This helped them maintain focus and reduce anxiety. |
6/20/2023
Topic:
Assessment Of Learning
Makenzie Oliver
|
It's crucial to note that every student with autism is unique, and accommodations and modifications should be individualized based on their specific needs and strengths. Collaborating with parents, special education professionals, and the student themselves can provide valuable insights and guidance in developing effective strategies to support their learning and overall well-being.
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6/20/2023
Topic:
Assessment Of Learning
Makenzie Oliver
|
Working with a timer is a great boundary and guideline for students. You can find very big visual timers on Amazon
Tu Tram Tran wrote:
I have a student in my chorus class who I found out works well with a timer, given specific instruction with small activities. When the rest of the class is rehearsing in a sectional on their music, I allow this student to spend exactly 7 minutes listening to the piece they're working on with headphones, and writing down words they think stand out upon listening to it. |
6/20/2023
Topic:
Students with Disabilities
Makenzie Oliver
|
Choice-based Approach: The student was given a range of art mediums and materials to choose from, such as clay, collage, painting, or mixed media. This allowed them to select a medium that suited their interests and abilities.
Simplified Instructions: The instructions for the project were simplified and provided in a step-by-step format with visual aids or demonstrations. This ensured the student could understand and follow the directions independently.
Patricia Whitfill wrote:
My student has DMD (Duchenne Muscular Dystrophy) This form of this disability progresses at a faster rate than Muscular Dystrophy. In two years he has gone from being able to walk to being wheel chair bound and his hands are curling inward making it harder for him to hold a pencil, paint brush, etc... I have him sit at the end of the table close to where I am so that I can write his vocabulary etc.. in his journal. I also have him draw, paint, etc while taking lots of brakes to rest his hands. If I am busy with other students, he has a student of the day assigned to help him write. Because he gets extra time during the week (he is limited at PE, so he comes to the art room) I let him work on his project to stay caught up with his class. If he gets way behind, I will let him tell his assigned student how he wants something completed and they are then allowed to work on his project with him. If something we are doing is causing him distress due to the limited used of his hands, then I will work with him to find an alternative way to complete the project, or let him pick his own project that is close to what the rest of the class is doing. |