6/24/2020
Topic:
Students With Disabilities
Jill Malone
|
In my beginning Ceramics class this past year I had a student that had an Emotional/Behavior disability. This student had to be encouraged to stay on track with projects. He was seated with a group of boys that supported him. He would sometimes become quite upset if he made mistakes or got clay on his clothes. Most of the time gentle encouragement or a word or two when visiting each table would suffice to keep him engaged. However, there was an incident where he became so enraged he threw tools on floor and retreated to a corner in the classroom. I sat down close to him to calm him down. |
6/24/2020
Topic:
Students With Disabilities
Jill Malone
|
Jessica Gautier wrote:
I have a KG student who has a learning disability- he is Autistic. He is smart, but gets overwhelmed in my classroom. Many times he wants to run around the room and touch my instruments or personal items on my desk. I have created a special spot for him to sit (a magic carpet). He knows now to come straight to the carpet. I also have made a point to model the correct way to handle an instrument and many times I have to have the student practice a few times how to put an instrument away or he picks a friend to help show him.
As I read this entry, I think that having a predesignated and mutually agreed upon space for a student to go to if they are having emotional difficulty would be a good tool to give the student some agency and also alert the teacher of the students state of mind. |
6/27/2020
Topic:
Assessment of Learning
Jill Malone
|
This student was Autistic and had issues with staying on task and concentration during testing. He would show signs of stress when confronted with a limit such as a testing time scenario. I would give this student twice the amount of time to take the test and would change the setting to a more private area ( like adjoining office) to take the test. With these parameters in place he was less distracted and more relaxed. |