4/25/2020
Topic:
Students with Disabilities
Cheryl Dale
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Administrator wrote:
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.
This is the first year that I have a student who is Visually Impaired in my 3rd grade visual arts class. It was difficult for this student to see the intended expectations and skills that were displayed on the board. Some accommodations that I worked on for her were to have a personal example of the project steps at her table that she could touch or put very close to her face. We were working with clay, sculpting a 3-D animal and I discussed her plan with her verbally (other students drew and labeled their idea on paper). I modified my lesson on the forming day by modeling through hands on teaching and having her copy my movement and feel of the clay to make the parts of her cat. For example, I rolled a sphere with her hand to teach her by the feel of the clay and the shape. She was allowed some additional time to practice then she used the tactile touch of the clay cat to create 3-D shapes of spheres for head and body, cones for ears, and rolling a coil for its tail. Having a visually impaired student does challenge me to think of ways for her to achieve success meeting our learning target and enjoy the creative process on the way. |
4/27/2020
Topic:
Tools And Strategies
Cheryl Dale
|
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. Share your response in the threaded discussion.
Two strategies that could be implemented in my classroom is Organizing Strategy with Guided Notes and the Grouping Practice of Peer Partners.
I have been emphasizing our art specific vocabulary in setting the foundation for reflection and critiquing strategies and I think if they had Guided Notes to fill in the blanks it would be a way to have that art specific vocabulary in front of them. For some of my students with a lower level of readiness I think that Peer Partners would be a more acceptable form of help than by the paras that may come with the student. I think peer partners would also help to build relationships with peers that help build success for all students. |
4/28/2020
Topic:
Assessment of Learning
Cheryl Dale
|
2. Think of a student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her learning. Share your response in the threaded discussion.
In my elementary visual arts class, I have a 4th grade student who is E/BD. We have a Project Log for each art project with reading a summary, reflecting on their work and analyzing what they could do better. I think that an option of dividing that Project Log with at least 4 responses could be broken into smaller chunks making "Exit Cards" for my weekly class and the writing is broken into small chunks for him to write as their exit ticket. I have provided alternate way for him to answer his Exit Card since he often does thoughtful higher order thinking, I allow him to answer verbally. I think he also would benefit from Adaptive Technology since he loves working on an ipad. He could choose the activity that would show his understanding of the concept being taught and have extra practice on the device if he needs it. |