1/15/2019
Topic:
Assessment of Learning
Halena Wolf
|
Recently I have added several students to my class that have been identified as Spectrum Disorder Disabilities. They are all very different and have therefore required individual modifications to curriculum. One student is highly gifted with creative and technical abilities. I have allowed this student to choose art projects on his own. He always strives to push his abilities in new directions and I have encouraged this by providing resources and media that are not generally used in my classroom for a variety of reasons. Another student is highly sensitive to light and noise. She has been seated near my desk, and I have turned down lighting in the entire classroom. This has been appreciated by everyone in the class. In both cases I allowed more time for projects and assignments. Because I have stools, students are allowed to stand at counter height lab tables, thus allowing for further modification. |
1/15/2019
Topic:
Students With Disabilities
Halena Wolf
|
I have several students that are on the spectrum. They have a wide range attributes and all need to be addressed individually. One student is an eighty grader and has adapted his socialization skills by consistently speaking with a British accent. Everyone thinks he is British and most of the girls are intrigued by him, they have attributed his sometimes odd reactions and statements to cultural differences. He was born and raised in New York, by American parents. He is high functioning and requires minimal explanation, and his artwork often reflects an Anglophile theme. Another student requires that she sit in a quiet area of the classroom and limits her interaction with other students. I allow additional time to complete assignments, monitor noise and light in the classroom that these seem to affect her her anxiety and stress levels. I plan to explain project directions carefully and with additional background because they are often understood literally by these students. |
1/15/2019
Topic:
Students With Disabilities
Halena Wolf
|
I have several students that are on the spectrum. They have a wide range attributes and all need to be addressed individually. One student is an eighty grader and has adapted his socialization skills by consistently speaking with a British accent. Everyone thinks he is British and most of the girls are intrigued by him, they have attributed his sometimes odd reactions and statements to cultural differences. He was born and raised in New York, by American parents. He is high functioning and requires minimal explanation, and his artwork often reflects an Anglophile theme. Another student requires that she sit in a quiet area of the classroom and limits her interaction with other students. I allow additional time to complete assignments, monitor noise and light in the classroom that these seem to affect her her anxiety and stress levels. I plan to explain project directions carefully and with additional background because they are often understood literally by these students. |
1/18/2019
Topic:
Tools and Strategies
Halena Wolf
|
Two strategies that I use and will continue to use and improve upon are: Cornell Notes and Peer Support.
The systematic way of taking notes in a two column format is working well for me and allows for a lot of modifications, and chunking of information based on the student's needs. All students need to see the format modeled, but then as information is presented, usually according to ability, students assess the importance of the different information and note it. Some corrective feedback and practice later, most students are able to grasp at least some of the information. The benefit of this is that it can be used in other classes and subjects. Some students have trouble discerning important info from non or less important information. The teacher is able to make adjustments in presentation accordingly and cue students about important points.
Peer Support in useful in my classroom because I have a wide range of learning differences. For many of my students, help from a peer is preferable to help from me. It has the additional benefit of reinforcing the information for the peer offering the support. |
1/22/2019
Topic:
Assessment of Learning
Halena Wolf
|
An adapted assessment I have used to assess learning in a unit on one point perspective included giving the student a step by step list (printed) of instructions, and additional time for completion. Included in the step by step written instructions was a series of photographs illustrating the step described. The rest of the classroom followed similar instructions illustrated on a smart board, and at a faster pace. My autistic student was able to take his time with the presentation and complete the project showing mastery of the material. |