6/22/2019
Topic:
Students With Disabilities
Kaitlin Baxter
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Most recently one of my students with disabilities was learning the choreography to one of the songs he was in in our after school production of Oklahoma. Due to down syndrome he was not physically able to keep up with some of the others and had difficulty remembering what came next. To better include him, I changed some of the steps so 1/2 of the ensemble did a simpler version of what the others were doing. Ultimately this not only better included SW, but other ensemble members were grateful for simpler steps, and it made for more visual dynamics on stage. Another success I found was pairing SW with various buddies near him that could him guide him to his next spot in the routine. |
6/23/2019
Topic:
Tools And Strategies
Kaitlin Baxter
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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.
To some extent I've used several of these strategies and tools discussed, though I don't think I've utilized the, to their full potential. One strategy that really stood out to me was cubing. It seems like it could be a fun interactive way to accomplish certain assignments either individually or in groups. I would follow the example of having different cubes based on complexity. Then I would divide the class into color groups that match the color of the cubes. From there I could do a number of things individually or in groups. Depending on the child's disability, I would put them in a group that best matches their abilities yet still will help them grow.
Another strategy I'd like to utilize further are Cornell notes. I've already been well trained in Cornell Notes and have utilized them in my classroom for years, however I always felt something was missing for an arts class and that is the 3rd column. As sugggested in the reading, the third column could be utilized for thoughts, opinions, reactions, drawings and more. I think this would greatly benefit students with disabilities because they could truly demonstrate their grasp on the material through their connection and understanding--not just facts or plot points. If they take notes in a group or with a partner for column two they'd be likely to get the notes needed but then still utilize the third column for this own thoughts and responses. |
6/23/2019
Topic:
Assessment of Learning
Kaitlin Baxter
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Option 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.
An adapted assessment method I've used in the classroom successfully would be creating digital quizzes and tests. SW, who has Down syndrome has great difficulty writing so when giving work in class he is encouraged and allowed to do his digitally. Some work is digital for all of the students, but things like quizzes and tests are difficult to do digitally and prevent cheating. So when it is on paper I create a digital adaptation of it. Sometimes it's merely a multiple choice quiz that he can click the letter/answer. Other times it's a PDF and he'll put his answers into an email and send them directly to me. |