3/12/2020
Topic:
Students with Disabilities
Amanda Terry
|
Several years ago, I had a student with a visual impairment. That student had a camera that would magnify what was on the board. I made sure that that student was sitting in the front of the classroom. In addition, anything that was on the board, I would have a personal copy that was enlarged made for them to use personally. They also utilized their magnifier to see handouts. I had to make sure that the room was clear of obstacles. Many times I would have to modify instruction or activities to accommodate that student so that they would be safe. |
3/12/2020
Topic:
Tools and Strategies
Amanda Terry
|
One strategy that I could implement in my classroom is task cards. I already like to incorporate centers every three to five weeks so that I can see each student individually. Within centers, I can differentiate the teaching that is taking place. I can also remediate if necessary. Task cards are a great idea because it can help students at any level without singling them out. Also, task cards have many options as to showing knowledge. Task cards can have very simple tasks and very difficult tasks depending on the student's needs.
Another strategy that I could implement in my classroom is differentiating assignments. Differentiating assignments allows a teacher to offer individualized learning for every student in a classroom. For example, in 5th grade, I teach the ukulele. I teach the chords in a progression. As with any skill or topic, some students catch on faster than others. I will play a song several times and let the students choose which chord to play on that playing of the song. The students that are comfortable with changing chords, I let them change chords and even add different strumming patterns or more chords to give them a challenge. The students that can only accomplish one chord, they can play that chord. I even have it where the students that don't get the concept of the chords, they can just strum open strings. |
3/12/2020
Topic:
Assessment of Learning
Amanda Terry
|
In the past, I have had students with visual impairment. Those students used assistive technology that would magnify what was on the board. Those students got preferential seating near the front of the classroom or the area of instruction. In addition, anything that was on the board, I would have a personal copy that was enlarged made for them to use personally. They also utilized their magnifier to see handouts. I had to make sure that the room was clear of obstacles. Many times I would have to modify instruction or activities to accommodate those students so that they would be safe. |