5/26/2017
Topic:
Students With Disabilities
Kristy Foster
|
I recently taught a student with autism in my ceramics class. He loved all things related to Disney but hated to get his hands dirty. I decided that each project assigned could have a Disney theme or twist. He was able to use a computer or lap pad to find reference pictures of what he wanted to create. By using a theme he was excited about he was able to over come his tactile issues in the excitement of creating the project. When it was time for clean up I always had a clean sponge or paper towels ready for him to use so he could clean up as soon as needed. If he finished a project early he could have drawing paper to create more Disney characters as a way to brainstorm for the next project. |
5/26/2017
Topic:
Tools and Strategies
Kristy Foster
|
The two strategies I use in my classroom to help students that I currently teach with disabilities are peer partners and guided notes. Peer partners benefits all students. The peer partner can enforce what has been taught and/or clarify directions as I circulate around the room. Teaching a skill increases the peers learning and the social interaction is great for everyone. Guided notes are a great way of helping students focus on the material. They also help them keep track of what they need to know of what they are missing. Peer partners are also helpful in completing guided notes so their partner doesn't worry if they miss something. They know their peer partner can help if i am not readily available. |
5/26/2017
Topic:
Assessment of Learning
Kristy Foster
|
I had a student with autism in my Ceramics class. I assessed him in multiple ways. The first was a portfolio assessment. He demonstrated his knowledge of clay, it's stages, and hand building techniques by completing each assignment. His ongoing assessment was a oral review of our clay vocabulary. His aide and I would review the stages of clay and then he would pick out a piece of clay in that stage. I would aslo ask him if his piece was bone dry, plastic or leather hard as he was working on it. For his final assessment I shortened his written exam. His paraprofessional read him the test questions and he would say or point to the correct answer. |