12/5/2020
Topic:
Tools And Strategies
Rachelle Hebert
|
1)
Strategy 1: For a current student I often use the Grouping Strategy of Peer Partners. The partner is trusted and well liked by the child with a disability and their assistance is extremely welcomed. The partner helps with prompting on correct use of materials and with sequencing the steps of the art activity. The partner's assistance is more welcome than mine because it doesn't call attention to the fact that the child might need assistance or monitoring. The rest of the class doesn't even notice that the peer partnership is in place which helps this particular student feel more comfortable and confident.
Strategy 2: Another strategy I frequently use is to break tasks down into specific steps in the Task Analysis format. These steps are shown on the SmartBoard in picture and word form on a Google Slides document. These are projected for the entire class, and students may individually access the presentation on their personal laptop in order to work at their own pace. |
12/6/2020
Topic:
Assessment of Learning
Rachelle Hebert
|
I have a third grade student who struggles to remember steps and procedures. I provide this student directions with pictures and/or diagrams that may be referred to throughout the assessment. This student also struggles with self control and maintaining focus on the task. This student has preferential seating near an uncluttered spot in the classroom so that he/she may take short breaks and also take the opportunity for movement. Another "take a break" spot is designated in the classroom with less visual stimulation so that if needed the student may take a longer break to refocus if necessary. |
12/6/2020
Topic:
Students with Disabilities
Rachelle Hebert
|
I currently have a student with a traumatic brain injury. This student has developmental delays and has limited use of one half of the body including arm and hand. There is a paraprofessional present as well. I provide this student with art materials that can be easily grasped. For example the chunky crayons and paint brushes with larger handles are much easier for this student to use. I also affix whatever working surface we are using to the table so it doesn't shift during the creative process. I provide preferential seating near the exit for easy entry and exit. The preferential seating also includes a peer partner who in most years would provide assistance in gathering sharing materials (not possible this year) but this year prompts the student with a disability to follow the steps of the project. The peer holds up the artwork showing each step accomplished so far, so that the student has a visual cue of what to complete next. |