4/25/2019
Topic:
Tools And Strategies
Jennifer Laudia
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- 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.
Performing and memorization can be difficult for some students. I have integrated a radio play unit into my curriculum. This takes the pressure off memorization, but still reaches the story telling benchmark. Using free programs on our computes we have written, recorded and listened to their original radio plays. This gives the students the creative when creating play and relieves the students from the intense performance element. This also gives students opportunity to try again and re-record. It is not a one and done situation. |
4/25/2019
Topic:
Students With Disabilities
Jennifer Laudia
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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.
When teaching in an elementary school I was very specific with my seating chart in order to provide support for the students with behavioral accommodations. I found when the student was sitting closer to me and given tasks to be a helper the student remained focused. Step by step instructions and simple checkpoints were important for the group as a whole, not just the student with the accommodation. |
4/25/2019
Topic:
Assessment of Learning
Jennifer Laudia
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Theatre can cause a lot of anxiety in stress when it comes to performance. For most units I will provide teams where students can take on different (lower focus) positions. If we are performing scenes, perhaps the student can be the director for the piece that is being performed. I am able to assess the students understand of the text and character development through a conversation rather than a memorized performance. |