2/19/2024
Topic:
Students With Disabilities
Justin McAllister
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A few years back I had a student that was autistic and deaf, presenting a few unique challenges. A sign language interpreter was assigned to the student throughout the day to assist with communication. I quickly learned that the rate in which I delivered my instructions needed to accommodate time for the interpreter to relay the information and ask any questions. My instructions also needed to be clear and concise. Step-by-step guides were also provided for the student to take home to help clarify the process when an interpreter was not an option. The student’s family did not own a computer, so email was not an option. Time management also needed to be adjusted to allow more one-on-one time with the student. |
2/21/2024
Topic:
Tools and Strategies
Justin McAllister
|
Two strategies for the visual art classroom that I currently use are tiered lessons and differentiated instruction. Projects are often structured using tiered lessons, starting all students out at the ground level, and focusing on the materials with basic shapes and forms all students are familiar with. By leveling the playing field, students gain confidence before moving on to more complex tasks, while learning the fundamentals needed to be successful later. It also allows students with disabilities more time to digest information before moving on to the next step. By scaffolding the lessons, differentiated instruction can be applied at each step to ensure students are meeting benchmarks prior to advancing to more complex tasks. Not all students will need individualized instruction, allowing more time to focus on those who need additional support. This has been vital for working with students with disabilities, creating more one-on-one time and appropriate pacing. Both strategies are applied together to create a “user-friendly” environment that gradually releases students to more complex tasks. |
2/21/2024
Topic:
Assessment of Learning
Justin McAllister
|
Critiques have always been an important part of my lesson planning and play a vital role in a student's understanding of an assignment through reflection and critical thinking. However, when working with students with autism and/or other disabilities that affect their ability to participate in these group conversations, my critiques have had to adapt. Prior to using Canvas, I would allow these students to participate through written critiques. This creates a much less stressful environment for students struggling with overstimulation, as well as allows students with verbal difficulty a platform to think and speak freely. With the addition of Canvas, these critiques can be instantly read by peers and offer a unique way for students to communicate with each other. In many instances, this created more time to think about a response resulting in more confident and thoughtful dialogue. More importantly, this peer-driven formative assessment allows the teacher an opportunity to assess student understanding and mastery of the concepts after the learning activity is complete. |