1/22/2024
Topic:
Students with Disabilities
Emily O'Neill
|
One of my students has ASD and Language Impairment which impacts her learning. She struggles with communication, sensory sensitivities, and maintaining focus. She would come to class and immediately reach for objects to fidget with and wander around the room. She had tendencies of screaming and crying all throughout class. I would provide visual examples, set aside two pencils or paint brushes for her sensory needs, give her one-on-one instruction when possible, pair her with a class helper and give her calm down corner breaks. At first, she was more interested in exploring the art room and looking through the art books in my classroom. I would have to guide her step-by- step to create her artwork. For the first time this year, she completed a watercolor painting all on her own. She was very engaged and I even heard her name a few colors. It was very challenging for me at first to figure out new ways to help her be successful. Getting to know her interests and tools her homeroom teacher used helped out a lot. |
1/24/2024
Topic:
Tools And Strategies
Emily O'Neill
|
I've used technology to provide short videos when introducing a lesson. This helped my students with disabilities to have another visual example. I also use an online timer to project on the board. It helps my students with disabilities with transitioning from tasks. |
1/24/2024
Topic:
Assessment of Learning
Emily O'Neill
|
I use exit tickets, give out pre and post art tests and keep a class portfolio. To accommodate my students with disabilities, I give them extra time, read questions, and display visuals for them. I adjust as necessary based on their IEP. If they are ELL too, I help them one on one and pair them with another student to translate. |