2/12/2019
Topic:
Students with Disabilities
Tracy S Hodges
|
Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
We have many students with varying abilities. One student in particular has an Orthopedic disability which made it very difficult to draw, write or even hold tools at times. Often I would prep his supplies or paper for him so that he could still feel he participated in Art. I gave him other tasks to do and made sure I verbally assessed him since his physical art wasn't representative of his abilities. With time and practice, his skills got better and better, but I still modify my assessment of his work. |
2/12/2019
Topic:
Tools And Strategies
Tracy S Hodges
|
Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
We often use graphic organizers as preparation for our projects and to help retain information. For instance, today my 2nd graders used graphic organizers at Picasso learning centers to learn more about him and have practice in some of his more abstract ideas like "cubism".
We also use peer partners to support each other's learning, especially with ESOL students who may need extra assistance understanding instructions.
We use learning contracts in my room especially with 5th graders. These are particularly helpful to identify our objective and issues that may be preventing us from reaching that objective. |
2/12/2019
Topic:
Assessment of Learning
Tracy S Hodges
|
1. 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.
My school has asked Specials teachers to help build vocabulary in our students during our classes. So, in my classroom, we start by sharing a word about artwork we view on our Active Panel. One of my students has selective mutism so I allow her to come up to the screen and point to the screen for her favorite part or write her word on a piece of paper. Other students who are unable to share in English may share in their home language. I take into account all of our students needs when assessing their work based on their personal ability and effort. |