7/31/2019
Topic:
Students with Disabilities
Krystal Applebaum
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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.
I had a student in my 1st grade class who was diagnosed with EBD. He was a very sweet little boy, but if he didn't get what he wanted (from teacher or classmates) when he wanted it he would start whining and not long after that just lose it completely. There were days where he worked so well with his classmates, and the other times where it was like anything any of the kids said to him would just set him off. He would run around the room screaming, get into other students faces saying inappropriate things, sometimes even throwing down chairs, etc. If this would happen it was very difficult to get him to calm down, once he got to that point there was no going back for him. His disability was causing him to lose so much time doing something that he actually really loved, which is making art. It was very frustrating at first, but eventually when I knew I would have him come to my room I would quietly talk to him about how I set up a special art desk for him in a quiet spot, so that if he wasn't up for working in a group setting or if he started feeling overwhelmed he could move over to the desk and work alone. He felt so special and sometimes he would go there for a little, some days he would come in and just go right to the desk. Towards the end of the year though, I noticed that he hardly ever sat there, and instead was able to sit with a group and manage his emotions. I think that giving him the choice rather than forcing it helped because it made gave him control and made him more aware of how he was feeling and accountable for choosing a setting that was appropriate for him. |
7/31/2019
Topic:
Assessment of Learning
Krystal Applebaum
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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.
I had a student with ASD who did not like touching anything wet, not even with a paintbrush. So while the rest of the class painting their shapes and mixing colors, he was able to color the shapes with crayons and use colored plastic to layer colors and demonstrate mixing colors. So the content remains the same, identifying shapes and colors, but the materials where different and the student was given more time and support if needed. |
7/31/2019
Topic:
Tools And Strategies
Krystal Applebaum
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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.
I like the tiered lesson strategy, especially for the example given in using it as a way to compare/contrast artworks. With this strategy, it allows students to work at their own pace. Each student can move on to the next tier when they are ready. It challenges all students appropriately when you use a tiered lesson strategy.
I also could really see myself using the differentiated assignments strategy. This involves using the same topic and creating a list of assignments varying in difficulty range. So if I was teaching students about shapes, I could have assignment 1 be to identify the shapes, assignment 2 to draw specific shapes, assignment 3 make a picture using 3 different shapes, etc. Each assignment gets more involved and can be tailored to each students' needs and abilities. |