6/20/2016
Topic:
Students with Disabilities
rebecca ford
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I had a student with profound hearing loss. He had an assistant that would sign for him, but if he was looking directly at the speaker he didn't need her signing because he was so good at reading lips. When necessary, I also wore a speaker that went directly to his headset. He was not a fan of that because he would constantly have to turn in off and on. He sat at a table of four and when collaborating with friends he would want it off so he could hear his friends. He could hear people in close proximity. Sitting with a group, having an assistant, wearing the speaker, and sitting him in the front of the room where some of accommodations that we made so that his hearing loss didn't affect his learning. |
6/20/2016
Topic:
Tools And Strategies
rebecca ford
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I have used technology to help a student I had that was visually impaired. This student was not blind but had low vision. We got her a tool called, Colorino color identifier wand. It was pretty amazing. It could tell her over 150 different shades when she would wave it over a color so she could use it on her own work or when viewing other pieces of art. It was especially helpful when we were were learning the different color families. The only problem was that she would forget to bring it to every class. |
6/20/2016
Topic:
Assessment of Learning
rebecca ford
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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. Be sure to identify the student's disability. Share your response in the threaded discussion.
I have a student with speech impairments. He can make sounds but can't clearly say any words. Sometimes, at the end of my class I will have students verbally answer a question before lining up. I will ask him a true/false question and have him clap once for true or twice for false. He does it and it works great!
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