4/14/2020
Topic:
Students with Disabilities
Sarah Simpson
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I have a student with behavioral/emotional disability who I have learned to accommodate over the course of the year with a little trial and error. This particular class comes to Resource immediately after recess, where students are energetic and riled up just before coming to me where we have to take some time to reset and get back into our "classroom" behavior. This student struggles with this every time she comes to Art class, and is often in disagreements with another student or two as they're walking in. I have come to expect it and have a system in place for separating students as they enter the classroom, with this particular student sitting nearest to me. I engage her often during the lesson introduction, and she loves being a helper as well. She excels in Art and is quite talented. So, typically - as soon as we're "settled" after the transition from playground to Art Room - she's fine as long as she's engaged and participating. The continuous encouragement from me and redirection we use as needed has really helped her become so proud of the work that she is creating. |
4/27/2020
Topic:
Tools And Strategies
Sarah Simpson
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Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I regularly use my projector and screen to deliver step by step instruction for younger students and students with disability. When things are more difficult to see from a distance, the large screen helps tremendously. Also, I use a voice amplifier which helps me to be able to keep a calm and "quiet" tone while still being able to be heard. I find that the calmer my voice is, the calmer the students can be! |