6/10/2016
Topic:
Students with Disabilities
Katie Thaggard
|
I have a student in a pre-kindergarten class who is highly energetic, has difficulty sitting still, is easily distracted (even when I'm sitting right beside him), and doesn't seem to retain any of the information recently presented. When I give directions, I break it down even more than I do for the other students. Most children in his class can retain 3 and 4 step directions. For this little guy, I give one or two steps at a time. I have him sit directly in the front of the class so that most of the distracting students are behind him. For more complicated projects, I ask him to repeat to me the directions I just gave him. If he is not able to, I repeat the directions until he feels comfortable. While he is working, I often stop by to encourage him and ensure he is appropriately on task. This has helped him to be successful in my class so far. |
6/11/2016
Topic:
Tools And Strategies
Katie Thaggard
|
For a student who is out of school a lot due to chronic illness, a learning contract would be useful as it will help keep the child's parent involved in his/her learning progress and the student in question will feel less pressure to work on assignments when he/she is not feeling well. In addition to a learning contract, I would make use of the school's computer assisted instruction so that the student and I can communicate when needed about assignments, and progress; giving feed-back as often as necessary. |
6/11/2016
Topic:
Assessment of Learning
Katie Thaggard
|
I work with preschool students and right now, our goal is to successfully represent a person with features in accurate placements. To accommodate the student with ADHD, I talk to him while he is drawing and ask him questions about what he is doing to help keep him on track. I assess him through his verbal responses with anecdotal records which are attached to his work and kept in a portfolio. |