6/8/2020
Topic:
Assessment of Learning
Florence Fagundes
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I have had a student who had a hearing impairment. She had a device I had to wear around my neck so that she could hear me from across the room. I also learned that if I could speak with her seeing my mouth she could better understand me because there were times I would turn around toward the board when I was talking and not even realize it until she raised her hand and asked for me to repeat. I realized how important this was and also how other students benefited as well when they could see me speaking and pausing more often in between directions. |
6/8/2020
Topic:
Students With Disabilities
Florence Fagundes
|
| I have had a student who had a hearing impairment. She had a device I had to wear around my neck so that she could hear me from across the room. I also learned that if I could speak with her seeing my mouth she could better understand me because there were times I would turn around toward the board when I was talking and not even realize it until she raised her hand and asked for me to repeat. I realized how important this was and also how other students benefited as well when they could see me speaking and pausing more often in between directions. | |
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6/8/2020
Topic:
Tools And Strategies
Florence Fagundes
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- 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 needs of a student with a disability.
One strategy would be the cube, where there can be different types of figurative language on each side such as metaphor, personification, idioms, cliches, ect. This would allow the student in and practice in smaller steps and avoid feeling overwhelmed since they will only see one device at a time and they are basically choosing.
Next, I have used letter strategies and pegword strategies pretty often to help students remember information. |
6/8/2020
Topic:
Assessment of Learning
Florence Fagundes
|
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
A student that I have had in the past with a disability, was given extra time to complete the task and I was to stand close to them to help them stay focused and for on-going assessment to see if they were staying on track or needed assistance. |