6/29/2019
Topic:
Students with Disabilities
Kathy Schmidt
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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.
I see a self-contained class of EBD students. Their disability affects their learning because they find it difficult to work together, share supplies, or compromise. They are reactionary and immediately throw chairs, objects, etc. at their classmates when angered or upset. One way I successfully accommodated instruction is to give each student their own small supply of crayons, rather than have them share. Another way is to limit choices. All choices, such as paper color, has to be available for all students. One time, when blue paper was no longer available because other students chose it, one student got upset and trashed my classroom. |
7/8/2019
Topic:
Tools And Strategies
Kathy Schmidt
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I think the strategies of Task Cards or Cubing would be very helpful with students who need steps or concepts broken down on their art projects. They could work individually at their own pace, or could work with a partner. It may cut down on behavioral issues that stem from their frustrations during whole class instruction because they are held accountable for their individual tasks.
Another strategy that I currently use is Guided Notes. I do this with my 5th graders because they are given an end of course exam as a culmination of their elementary art curriculum. They each have their own notebook/sketchbook and we go over the main art elements and principles that they are responsible for knowing. It provides them an organized and structured overview from which to study and review, and it also will help them in note-taking in high school and college. Most students are very eager to complete this task and are actively engaged in it. They are also conscientious of what pages they are missing. |
7/8/2019
Topic:
Assessment of Learning
Kathy Schmidt
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I had a student in kindergarten last year who was essentially paralyzed, but could use his feet to hold crayons and paintbrushes. He really couldn't speak well either because he had some type of tube in his throat which his nurse would have to vacuum out during class. Once he begins to read words, one assessment I can use with him would be for him to point to his answer for my question. Another strategy for helping him get assessed would be securing his paper to the table. It would make it easier for him to draw or paint different lines or shapes I ask for in the first grade assessment. |