1/23/2019
Topic:
Students with Disabilities
Susan Hill
|
I have a second grade student with severe emotional and behavior issues. He is very easily distracted, at times violent and unsafe with the other students. He was recently classified as an ESE student. He now has a one on one para educator with him at all times. I have given him leadership roles in the classroom, such as passing out materials and collecting art work. He enjoys the attention and it is positive attention. I have given him much praise when he is successful in completing some of the assignment. I break down steps of project to him on a 1 on 1 basis. If he becomes unsafe, I ask the para educator to take him for a walk to get a drink, to diffuse the situation.When he is finished with his artwork, I have an alternative assignment with alternative materials, such as modeling clay ready for him to manipulate and create. I am in contact with the parent to let her know what kind of day he had in my classroom, as she is concerned about his success and challenges.
edited by Susan Hill on 1/23/2019 |
1/23/2019
Topic:
Assessment of Learning
Susan Hill
|
I had a EBD ESE who had difficulty focusing in the classroom. Two of the strategies I used were giving additional time for assessments and reducing the number of questions in the summative assessment. I also read the questions to him and he was able to tell me the answers as I wrote his answers sown. This showed mastery of content, in a less threatening environment for him. I was able to give him the time and attention he needed and he felt successful for his efforts and proud of what he accomplished. |
1/23/2019
Topic:
Tools And Strategies
Susan Hill
|
I had a E/BD ESE student who did not like to use chalk or pastel, because they did not like the way it felt on their hands. They were super sensitive to tactile experiences. There were certain materials they really enjoyed using such as clay. I would allow the student to work with the material of choice for the project. They demonstrated what they learned through a different art material. I also would pair him with a buddy (Peer Partner) and they would work on a project with the different material, so he felt he wasn't singled out with this strategy.
This student also benefited by the (task cards)which scaffolded the lesson for the student. This strategy really kept the student on track and accountable.
edited by Susan Hill on 1/23/2019 |