6/13/2019
Topic:
Students with Disabilities
Romney Coleman
|
- 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 had a 3rd grade student last year that has a hearing impairment in 1 ear. I was not immediately informed of his disability, so 2 or 3 weeks into school I mentioned to the classroom teacher that he wasn't participating. He is a very well behaved student who has obvious delays. I learned the first week of school that he didn't know how to tie his shoes. I worked with him on that any time his shoe was untied. His parents knew and were working with him at home too! As for art class, I found out that he wasn't participating because he didn't hear the directions and he was too shy to ask me or a peer for help. Even after moving his seat to a place in the room where his hearing ear was facing the front of the room, he still struggled. I found that he needed one-on-one attention to get started. And extrinsic motivators to keep working. I think he just got used to falling into day dreaming when he couldn't hear what was going on, so he would often just sit there. This went on all year. If I have him again next year, I will continue to work with him to help him be successful in art class. |
6/22/2019
Topic:
Tools And Strategies
Romney Coleman
|
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.
I am lucky enough to have iPads in my classroom. I use them in various ways, but one way in particular is to differentiate instruction. I have a student who is VE (Varying Exceptionalities) and LD with a stutter. He is such a sweet boy and I had a hard time teaching him when he was in Kindergarten. He was unable to read, write, color inside lines, or cut on a line. He would destroy (literally) his projects. I didn't understand why and he showed no improvement throughout that year. He did 1st grade twice and then this year as a second grader we were finally able to get the parents on board with getting him the help he needs. He will be in a self contained classroom next year with other students of varied disabilities. I had this project I wanted to do that revolved around maps. I originally planned to have maps that students could cut and paint on, but in thinking about this particular student, I opted to have the classes use an iPad! The assignment was so successful that my student with disabilities actually got his art chosen for a district exhibition! Next year I plan to give students the option to work with cutting and painting maps or using the iPad.
I also use a Smartboard for everything from projecting images to compare and contrast, to creating a Vortex game where they drag artwork into the vortex that it correlates with. The students (especially those who have ADHD) of course love getting to do that hands on interactive activity. Technology has been a great tool for teaching students with disabilities. |
6/23/2019
Topic:
Assessment of Learning
Romney Coleman
|
1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
My students sketch their ideas for each project. They are asked to sketch 2-4 ideas. This allows students to choose how many mini drawings they do according to their abilities. When they are done with their sketches they can either write about which sketch they want to turn into a final art project, or they can verbally conference with me to discuss which sketch they want to turn into a final art project. I also allow the students to share with a partner about what each person drew and how it fits the learning goal (I can statement). These adaptations and alternative choices allow me to properly assess if the students are working toward the learning goal. |