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Christine Hinton Posts: 3
7/26/2023
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I often use Kahoot or Blooket for review of vocabulary terms; these resources tend to work well with students with ADHD/ADD.
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Jill Herkel Posts: 8
8/16/2023
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I had a student who was not only hearing impaired but also ESOL. Through the use of Google translate on an Ipad and the in class mic system the student was only able to fully participate but became so engaged that he would volunteer to give examples of performance in front of the class!
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Jill Herkel Posts: 8
8/16/2023
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In my theatre and musial theatre classes my kids love to use the Ipads to participate in a KAHOOT. Sometimes we even "act" out a game show!
Everyone feels involved and my SWD have so much fun being paired up with an "Ipad buddy" to help them! I also frequently use VENN DIAGRAMS. The kids love "creatively argue" over their choices.
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Jill Herkel Posts: 8
8/16/2023
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I use several forms of technology from IPads to the FM hearing system with my hearing impaired students.
These work very well but can be difficult on performance days. We always make it work.
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christian elsen Posts: 4
8/24/2023
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I have used technology multiple times with my students, both with an without disabilities. I have found that computers are great ways to enhance learning in all classes, both arts and general education. Currently, I have two students with very limited English proficiency and they both use iPads to translate their text books. Also, the iPad app has an ability to ask questions to me such as "Can I draw the pictures?" and "Can we go outside today?". This has been a great tool in my classroom.
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christian elsen Posts: 4
8/24/2023
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I love Blooket. I used it a lot in the past. Unfortunately, we have not gotten this approved by our district thus far. I am hopeful it will be allowed again soon.
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christian elsen Posts: 4
8/24/2023
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Two strategies I like to use in my instruction are mnemonics and cooperative learning. With younger children, mnemonics are helpful. I know I still remember one from when I was a kid in elementary school for math (please excuse my dear aunt sally). These are easy and fun for kids to remember.
I also like to use cooperative learning. Sometimes, we as educators can try every way we know how to explain something and it does not reach the student. Another student can come and explain it, and it clicks! We are not on the same thought wave sometimes in our grown up minds and it does not get through. A peer who is going through the same experience can put it in a way that the other child can understand.
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christian elsen Posts: 4
8/24/2023
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I have really found translator apps helpful as well. I have not used Google translate in class- my students are very young so it does not work as well. However, the translate app we have available on iPads has been amazingly helpful for my ELL students.
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Ian C Wiskoff Posts: 7
8/27/2023
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- Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have discovered that for both non-ESE students as well as those with language processing issues, or even ELL students ( although not a disability, a circumstance) the use of the document camera, as well as Adobe products such as Photoshop and Illustrator are worth their weight in gold as demonstration devices. By being able to do the demonstration in real time, students, especially visual learners seem to have an easier time of grasping the techniques, or lesson because they can watch it unfold. The demonstrations are recorded for easy playback and review should any questions arise as to how to accomplish a particular task or practice a specific art related skill. The recordings are added to the particular topic it belongs to in their Google Classroom so they can always watch it again, whether it is needed for a future activity, or they wish to work on their own project using some of the demonstrated techniques.
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Abby Sexton Posts: 3
8/30/2023
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Two Strategies Commonly Used in my Classroom:
- Cooperative Learning: While working through Recorder Karate, students are grouped by level to work their way through the four steps before taking their Belt Test. They work together to help each other read and understand rhythms, pitches, and finger placement. Once a student passes, they become a tutor for others who may be struggling.
- Chaining: I regularly use this strategy to teach song. We start by teaching the last phrase of a song. "Watch and listen while I sing. When I am done, please raise your hand to tell me what it is that I sang when I go like this....(demonstrates hand motions that accompany last phrase). Once answered, I again model the phrase and ask students echo. We continue this way, connecting the phrases as we go until students can sing the whole song.
edited by Abby Sexton on 8/30/2023
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Timothy Mathews Posts: 3
2/9/2024
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I used Graphic Organizers and Small Group Forums to ensure that each student learning level is met. Some students have IEPS and 504's to which we have to make sure I am using all of the technology available to ensure that all student needs will be met. Graphic Organizers allow students that may have an issue with studying organize their thoughts and use categories to ensure they are comprehending information taught. I also pull small groups to provide additional instruction so that each student is given proper resources for each lesson.
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Donna Geils Posts: 3
9/14/2024
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I have used task cards and stations in tiered instruction many times over the years. They are great for guided small group discussions and activities, and help keep students focused on the task at hand. For my students with reading disabilities, the combination of the small group structure and brief/short task card directions are both effective in keeping everyone engaged and on the same page.
Presenting new activities and exercises can be a challenge, so I have utilized the Promethean board to show video demonstrations of specific skills or techniques I want to introduce. UDL is definitely at play in these strategies and tools, benefiting many in the class and not just the students with disabilities.
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