8/6/2020
Topic:
Students With Disabilities
Samantha Pace
|
I have been teaching for 11 years now and I have seen many disabilities in various age groups. The disability types I have come across didn't effect their learning in the class as much as it did adjust/alter their learning. One time in particular I had a student with down-syndrome, he was on a second grade level in high school and had a one-on-one aid. The student still went through the learning process with us but it was simplified for him (for example, where gen ed students were covering a dozen different artists to compare and contrast, he was looking at only one artist and multiple artworks made by that artist). I try my best to keep any IEP/Special Needs students as close as possible to what we cover in class to keep them having academic conversations that are relevant to everyone's learning. I dont consider that effecting it because the student did amazing and covered the same content, just for his mental age appropriateness. |
8/7/2020
Topic:
Tools and Strategies
Samantha Pace
|
I have used technology in multiple ways to address the needs of all my students. When I was still in brick and mortar my classes were so mixed in ages, backgrounds, abilities, disabilities and the list keeps going. I decided, since our school was one-to-one with computers to create a website for all our lessons. Instead of teaching live I created in depth demos with additional skill based videos, visuals, links etc. for students to work through at their own pace (pausing, rewinding etc) and as needed. I saw such a shift in the quality of work because students were able to learn at their individual rate while I could spend the entire period circulating the room and adding additional support. Another way tech has helped was with one of my special needs students, they had an IPAD and were able to use their finger to draw the assignments. They were able to apply different media (paint, pastel, colored pencil etc) through the app they had. |
8/7/2020
Topic:
Assessment of Learning
Samantha Pace
|
In the past I had a student with down-syndrome who was on a second grade level in high school. When it was time for finals, which was a cumulative exam both performance and multiple choice questions, I knew he would need accommodations. I didn't want to forego the whole thing (which is what other teachers told me to do) because he prided himself on working with the class. For his multiple choice exam (which no one else was able to view) I knocked the answers back to only 2 options and I inserted images in place of text. His aide was able to read the questions to him. He scored very well! Another accommodation I needed to make several times for multiple students was to the art tools themselves. My summative assessments come in the form of studio projects so if the students couldn't hold the tool or if they were able to apply the right pressure they wouldn't be able to demonstrate their understanding. I have been able to research and make easy adaptions so far. |