4/29/2020
Topic:
Students with Disabilities
Jo-Ann Brazle
|
One of the students that I had in my class was developmentally delayed. He was also non-verbal and had difficulty following simple one-step directions. He perseverated on certain colors, his was blue. He had difficulty transitioning from one activity to another, including lunch. He did not like to stay in his area. I needed to understand my student to be able to assist and ensure learning.
I used visuals to assist him with following directions. I would show him the visual, perform the expected behavior and then give him the opportunity to do so.I also used lots of pivot praise. At first, he completely ignored the visual and continued to do walk around the classroom. I continued with the visuals. Eventually, he would stay for short periods time before he would get up to do something else while whole group was ongoing. I gave him the flexibility of moving about as long as he did not disturb the other students. I modified my instruction was to include him. I just included other elements that everyone would benefit from. Repeating instructions, speaking slowly and distinctly, demonstrating or using TPR where applicable. I acontinued to use pivot praise and tangible rewards. Eventually, he went from sitting for 1 or 2 minutes to about 10 minutes during small group and large group activities. If the directions called for using a particular color crayon or marker, I allowed him to use his favorite color, blue. Demonstrating the learned task was more important than the color he used. He was also given flexible time to complete an activity. It was important for him to complete an activity before transitioning to another (or he would have a total meltdown). I used visuals to assist with communication and lots of repetition , and also showed him the expected responses. Eventually, he began using one or two words with his peers during centers. His articulation needed some work but he was able to now interact with his peers. What I eventually discovered was that during the times that he was not sitting with the small or whole group he was listening and learning. He was with me for two years, and when he matriculated to the next grade, he had become one of the smartest students in my class! |
4/29/2020
Topic:
Students with Disabilities
Jo-Ann Brazle
|
Michelle Ulvila wrote:
I had a student in my class with a speech impairment. Due to this diagnosis, I barely heard her talk. She always did well on tests and assignments, but I never really knew how much she understood because of her lack of participation. This student was also very shy and had trouble making friends. I could tell that she would become frustrated during group work because she didn't know how to communicate with the other students. After working with her speech therapist for several months, she began to come out of her shell. By the end of the school year, she was participating at more than an acceptable level. Her therapist, parents, and I were very proud of how far she came.
Having a student with a speech impairment is challenging. The fact that she did well on her assessments shows that she understood the material. working with her speech therapist was a great idea, that allowed you some insight as to how to approach communicating with her. Using multiple ways of assessment would be helpful too. Using repetition and emphasizing articulation helped me in such circumstances. Also using music. Kids love music, this avenue help me help those with articulation problems. I made sure they learned to sing the song by properly articulating the words. Of course,the speech therapist was a Godsend. |
4/29/2020
Topic:
Tools And Strategies
Jo-Ann Brazle
|
I have a student who has a very short attention span and is very active. He has difficulty staying in his area or completing a task. I do know that he loves the I-Pad. I use this technological device to assist me with his learning. When I have a skill that I need to reinforce, for example, letter sounds, I use activity on the I-Pad for the student to practice. I downloaded the app that related to the Curriculum and use parental controls to keep my student on the desired application. When he completes the activity (I usually have to sit with him), I allow him to have free choice for an allotted time. As long as he completes the activity, he is given the fun choice. This has been working and flexible assessment of my student shows that he is learning the concepts. |
4/29/2020
Topic:
Tools And Strategies
Jo-Ann Brazle
|
Robin Burton wrote:
I use the overhead projector to demonstrate how to do something and break up the instruction. I have also used video clips. This way students have visuals and audio to help them understand the project.
It's good that you have that piece of technology at your disposal. It can prove very useful not only for breaking up the instruction, but also for interactive use. This would encourage active participation from the student as well. |