2/12/2019
Topic:
Students with Disabilities
Lisa Farrell
|
I have a student with an Emotional/Behavioral Disability and a Specific Learning Disability. This is my third year with him. The first year was trying out many strategies of how to make him feel comfortable and confident enough to want to participate. His disabilities affected his learning by forcing him to become so overwhelmed and upset that he could not function and would either cry or destroy whatever project he was working on. I learned to talk to him before he entered the classroom and get a sense for how his day was going. If he was having a hard day, I would use gestures to indicate that he could go to the back of the classroom to work on his project or he could stay at his seat; the choice was up to him. He did not like for me to talk to him in front of his classmates, so gesturing worked and still works. The first year, he sat in the back of the classroom most of the time. This year, he has stayed at his seat and participated in all projects. There are times that I see him crying while working on a project, but he has successfully pushed himself through all of them. I am always in close proximity and I always chunk projects into smaller bites for him. |
2/12/2019
Topic:
Tools And Strategies
Lisa Farrell
|
Two of the strategies discussed that could be implemented in my classroom would be using reflection at the end of a project and using a semantic map at the beginning. Reflecting on their own projects would be a great way for students to take ownership of their strengths and weaknesses. A semantic map would be a great way for students to learn new art vocabulary or concepts.
I use a microphone technology to meet the needs of several students with hearing disabilities in my classroom. Many of my students have hearing aids that are tuned into a paired microphone that can focus on my voice only, extinguishing background noises. |