2/20/2019
Topic:
Students With Disabilities
Courtney Kissling
|
ADHD has been prevalent in pretty much all of my classes since I can remember. To combat this, I make sure there is order and structure, and frequent breaks for movement. I've found that the predictability is helpful for not only ADHD students, but also helps my students with ASD. If the schedule changes, I make sure to make note of it before it happens, and give visual and auditory cues. |
2/20/2019
Topic:
Tools And Strategies
Courtney Kissling
|
Coming from a general ed background, I've used several of these methods in my classroom with frequency. Two of the most successful methods have been:
Guided Notes: When your class size is incredibly large and your population has a ton of attention issues, I've learned that guided notes ensure that your ESE students get the most important information. I have them look at the notes like a scavanger hunt, and they really seem to like it. It also helps me as an instructor to make sure I'm presenting the most important information and not go on a random tangent.
Cooperative Learning: Not only does this give students the necessary life skills required to work in a group, it also allows the teacher to fine tune the requirements, so that everyone is within their ZPD. The only downside of Cooperative Learning that I've found is that it takes you a while to truly know the students so that you can best create groups. It's not something you can do in the first quarter. |
2/20/2019
Topic:
Assessment of Learning
Courtney Kissling
|
I currently have a student with a speech disorder who has a pronounced stutter. When grading his performances, I focus primarily on projection and characterization, and allow any stuttering or repeating of words. He's really come a long way. We've reached a point where I haven't noticed the stutter in a few months. |