3/1/2019
Topic:
Students with Disabilities
Kailee Trippett
|
A student in my class was labeled ADHD and is absolutely precious! Along with other various motivators, she is placed near my desk at the front of the room so I can easily visually evaluate her engagement with lessons. No matter where she sits, I often bring her back on task from playing in her desk or even just fiddling with her hands, eyes not on the instructor. I began to notice that many other students at different points of the lesson would quickly see what she was doing at her desk, try and lean to catch a glimpse of what she was playing with, ect. Later, I would note that the kids I saw watching her at different points of the lesson, missed certain points of the topic. And true to my observations, most of the kids who would watch her would miss a question based on the tidbit of information they missed while trying to see what she was doing. I started using objects and attention prompts during my lessons, and often started with her so she could be the first to gain interest in the object/topic, then I pushed questioning and interaction later in 1:1 time with her. |
3/1/2019
Topic:
Students with Disabilities
Kailee Trippett
|
Sarah Larson wrote:
I have one absolutely precious autistic 4th grade student I've watched over the years grow and progress academically. He can tell you EVERYTHING there is to know about dinosaurs. I remember when he was in 1st grade, how difficult it was to keep him engaged unless if you related the project to dinosaurs. Sometimes he can get easily distracted when working on an art project. However, I have him sit close to the front with fellow peers who I know will encourage him and motivate him to stay on track. There are days where all he wants to do is share information on dinosaurs, and I'll remind him that I would love to hear about that information once he has accomplished his work. I'll give him cues to let him know the appropriate time to talk and listen, but also when to focus and pay attention. And when I see how much a child enjoys a certain topic, I like to find ways to include that topic within the lessons that I teach to keep them engaged. For example, I taught my students about Canada last month. And one cool, fun fact about Canada is that some of the oldest dinosaur fossils have been found there. My 4th grade student who I just mentioned was quite ready to take a trip to Canada after I mentioned that fun fact.
What a great story! I love how you incorporate your personal experiences into the lesson! |
3/1/2019
Topic:
Students with Disabilities
Kailee Trippett
|
Christine Jamrok wrote:
- Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I currently have a fourth grade student with ASD. He is largely non-verbal, but will have occasional loud outbursts. Keeping his level of engagement high is a challenge, so I spoke with his instructional aide about ways to keep him engaged. He absolutely loves Sesame Street, so I have taken the opportunity to infuse my lessons with his favorite characters. For example, if we are using blue paint, I will refer to it as "Cookie Monster Blue".
I have also used some adaptive technology to help with his ability to use art tools appropriately. He loves to use technology like iPads and the computer, so wherever possible, I will allow him to use these tools instead of traditional art media (so long as it still meets the standards of the lesson we are addressing).
Great ideas! |
3/1/2019
Topic:
Tools And Strategies
Kailee Trippett
|
1. I could implement graphic organizers and video instruction a bit more in my classroom. Graphic organizers would be a great way to have information listed in front of the student so that verbal instructions don't have to be repeated many times. It is also effective for teaching self-pacing in my 2nd grade class, as this is a great age to teach reference, and self-monitoring for progress.
2. I have used a magnifying machine in my internship classroom to help a severely visually impaired student. She was labeled as legally blind, so in addition to glasses, magnifying print on paper, and the magnifying machine, she was able to successfully complete individual math problems and read stories with little to no assistance. |
3/1/2019
Topic:
Assessment of Learning
Kailee Trippett
|
One of my students had an emotional/behavioral disability. The smallest inconvenience would erupt into a fit of rage and unless proactively dealt with, the situation would turn into a time consuming ordeal. One of the "inconveniences" we discovered early on, was that he was overwhelmed by tests with many problems on the page. So, we cut the tests up into little cards and monitored his progress one question at a time. |