2/13/2021
Topic:
Students With Disabilities
Carrie McGugin
|
My student, E, had an orthopedic impairment due to an accident when she was younger. While she was able to walk with crutches, E preferred her wheelchair since she was then able to use her hands to be more independent. E preferred to make her accommodations as invisible as possible; she did not like to use a peer helper. So whenever we did something that may have been difficult for E, we made sure to move supplies to somewhere within her reach/accessible from her wheelchair. |
3/22/2021
Topic:
Tools and Strategies
Carrie McGugin
|
Task cards could be used in my room to help break down multi-step activities, like when we do watercolor painting practices. Small reminders would create independence and support students who need tasks to be broken down into smaller bits, especially when we are doing new skills. Peer partners would also be a great way to provide support to students, like when we do a building activity. There are a lot of steps, and trial and error is necessary, that could lead to frustration if done alone or with a partner who also needs more support. A carefully chosen peer partner will be able to help a student in need without appearing any different to any other pairing in the room. |
3/22/2021
Topic:
Assessment of Learning
Carrie McGugin
|
In the past I had a student with a disorder that affected her vision and processing. Bright, reflective things could cause headaches and nausea. One of her accommodations was to use colored paper, so I could copy any handouts/instructions on to blue paper. We could also use a specialized setting to adjust light source/levels (like no fluorescents in her area of the room). |