7/7/2020
Topic:
Students with Disabilities
Andrew W Smith
|
I recently had a student who had spina bifida that was wheelchair bound. This was also accompanied by an intellectual disability that left her without the ability to verbalize properly. There were two main ways I was able to modify for her were by giving her visual cues that she could respond to. Often it was through a story in which I would ask her to identify different different objects on the page by pointing or touching. The other was through the use of instruments to help with motor movement. I would often give her an object she had to grip firmly and would have her use each hand independently. If she was able to do that then we would work to have her move both hands together. Finally I would see if she could keep a steady beat with hands independently and together. Often I would have to assist her at first before she could do it independently. |
7/8/2020
Topic:
Tools and Strategies
Andrew W Smith
|
Two strategies that could be used in my classroom are cubing and peer to peer cooperative groups. Cubing can be used to make sure I am making use of proper tiers with my kids by making sure those kids who are different tiers are using a cube that is appropriate to where they are. Cooperative groups, specifically peer to peer, would be very good due to the large population of students with autism at my school that is mainstreamed. Having that peer can help them during times of discussion and individual work.
I have used powerpoint presentations on many occasions that allowed me to blow up and visually represent a concept for my students. This has helped students who are visually impaired to see a bit better and the visual stimulation helps to keep my students with autism engaged. |
7/8/2020
Topic:
Assessment of Learning
Andrew W Smith
|
I have been able to successfully use adaptive assessments by allowing my students with disabilities to use an alternative instrument from the recorder. Due to fine motor skills not being developed yet they have issues with the fingering patterns. As an alternative they are allowed to go to an Orff instrument which does not require the same motor skills. This along with extra time allows them to feel and be successful. |