3/9/2019
Topic:
Tools And Strategies
PATRICIA ROSS
|
Administrator wrote:
Choose One(1):
- Option 1: 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.
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
|
3/9/2019
Topic:
Tools And Strategies
PATRICIA ROSS
|
Administrator wrote:
Choose One(1):
- Option 1: 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.
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
|
3/9/2019
Topic:
Tools And Strategies
PATRICIA ROSS
|
The two strategies I would like to focus snare Differentiated Instruction and Tiered Learning. I teach both High School and Middle School theatre. I have a student on the autism spectrum who insists that she wants to be an actress and that this will be her profession. However her ability to follow through and her extreme limitations when asked to get up in from of peers often prevents her from being even a participant, let alone successful. Differentiated instruction gave me the structure to give her additional time to learn her scene as well as using flash cards and peers to help her memorize. I also took advantage of Tiered Assignments, and gave her an extremely funny scene, but one that was not very long. After learning her lines, she then felt very confident to rehearse alone or for peers to get ready for the performance. |