6/12/2016
Topic:
Students with Disabilities
Regina Miller
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I had a student in 4th grade in an ESE classroom with more an emotional disability. This young lady is an amazing artist and is very talented, but very shy, doesn't respond much or participate. She cry's when not happy with something she drew, or happy with the final product. She doesn't communicate with others at her table or around her. Her confidence and self-esteem seem low. The other students in the classroom give her praise on her artwork and tell her she has done a great job when she is crying or down. I have always found her work to be great, so I will hold it up in class and show it as a positive example. That seems to put a smile on her face. I will hear later from her teacher that she would show the art to others in her class and be proud of it, which made me happy to hear. The days she would crumple her paper and give up, I would sit with her and work one on one to make sure she did the project but also felt good about it. She was always shy to ask for help, so I make sure to check for understanding and give encouragement. This girl has a lot of emotional problems in general, school and home, and my heart breaks for her. I just do my best to make her feel happy and continue to give her positive feedback and praise on what she has accomplished. |
6/16/2016
Topic:
Tools And Strategies
Regina Miller
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Strategies I use in the art room often are Chaining and task analysis and venn diagrams. I do a lot of projects with multiple steps and directions, so I will break down the directions few at a time, and orally go over them. I usually have them written up and shown on the aver vision and even zoom in for those who can't see as well. In the past I would go over it all at once, and they would get confused and felt like they had to hurry up. So slowing down and breaking it up has helped a lot of students feel better. I use a microphone as well, that is helpful for the hard of hearing students and show short video clips, use the activ panel a lot for pictures and comparing as far as technology goes. |
6/19/2016
Topic:
Assessment of Learning
Regina Miller
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Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities.
I give out pre and post art tests. The pre test is given right at the start of the school year. The same test is given again at end of year. To accommodate any student with a disability, they are given extra time, the questions are read aloud as well as the options for answers. I allow them to ask for assistance in understanding a question, or if they do not know what a word means.If they are ELL I help them one on one as best as I can or ask another student to translate. I allow all students to look around the art room for answers as there are posters and examples. A lot of teacher observations and end of lesson reviews. |