6/22/2019
Topic:
Students With Disabilities
Michael Everett
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A few years ago, I had an autistic student that had issues with being able to follow along during instruction. He would get frustrated and would occasionally become a distraction. Looking through his IEP, I saw his scores in reading were good, so I provided him with a written version of the assignment's instructions and requirement prior to instruction. This seemed to help but I still had to assist him at almost every step. I then paired him with a friendly student that would provide help at each step of the lesson. Having both the written instrcutions and pier assistance helped tremendously. Lastly, I have a wall I display student work. I would display his better work on occasion and that provided a strong motivation for him to work on his "off" days. |
6/23/2019
Topic:
Assessment of Learning
Michael Everett
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A few years ago I had a student with intellectual disability in my advanced drawing class. While he had some talent, it was difficult for him to stay organized and focused. I combined the idea of having the exit ticket within his sketchbook so that he and I could have a consistent place to keep his work, view his responses, and he could access the feedback from me. We looked over it routinely to monitor his progress. He could then turn in the entire sketchbook without worrying about losing individual assignments. |
6/23/2019
Topic:
Tools and Strategies
Michael Everett
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I had a student with autism that was very shy with asking questions in front of other students. After speaking with his parents, I found he had a strong interest in anime. I modified as many assignments as I could to allow him to use that subject. He used a tablet to access images he liked based on that subject matter and would message me with questions and I would respond, then follow up shortly after to see if he was making progress. He even signed up for my class the following year. |