6/27/2019
Topic:
Students With Disabilities
Lara Slatniske
|
I'm an art teacher that had a student with SLD and she was always very respectful, quiet, missed a lot of my class due to being pulled out. She stayed on task and completed the project to the best of her ability. We don't ever grade on completion/non completion unless the students are off-task and my student with SLD rarely completed her projects due to being away from her art time for therapies with our ESE team. Even though it was clear her grade would not be affected for in-completion (she was my student for 3 years), she would sneak her project home and never bring it back. I would remind her, give her extra time to bring it back, contact parents, etc. She would give me excuses that she forgot, or she left it in the car, etc. Very frustrating because I know she did the project, she knew she needed to bring it in, but wouldn't. I'm not sure if the disability was a factor in this process for her, but it definitely affected the learning piece of turning in your work. |
7/2/2019
Topic:
Tools And Strategies
Lara Slatniske
|
- 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 a student with a disabilities needs.
For middle school we have the students create their own art journals using a hand-sewing stitch. I could definitely use graphic organizers to help the students organize which steps need to be completed first and help them guide their own learning. We use videos, teacher modeling and note-taking, but I think a graphic organizer might be more helpful. We could also use differentiated assignments. Allow the students to use a simpler sewing technique. |
7/2/2019
Topic:
Assessment of Learning
Lara Slatniske
|
Creating hand-bound journals with a complicated stitch can be a daunting task for any middle-schooler, but SWDs are a unique challenge. Setting yourself up for success and being proactive with scaffolding techniques for the entire class, can help with opportunities to be able to assist SWD students who struggle with even the simplest tasks, especially with unfamiliar tasks (sewing). I am able to sit one on one and create helpful mantras for the student who needs extra help. Once I see they get the hang of it, I back away allowing for occasional verbal assistance if needed. Allowing them to complete a task they didn't think they could do and providing positive verbal feedback is a great way to encourage autonomy and sense of accomplishment. The students know we are not seeking perfection, mostly trying their best and accomplishing the task. |