3/4/2021
Topic:
Students with Disabilities
Virginia Carr
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I have one first grade class with many different disabilities but it is not considered an ESE class. Many of the students are easily distracted and emotional outbursts when things don’t go their way. I have started giving them different materials to work with that allow them to easily “dress their mess”. I will also demonstrate making mistakes in my instruction and allow each one on different days to help me make corrections, showing that we all make most and it’s okay as it’s part of the process. We even had a greatest mistake art display demonstrating how our mistakes can turn into beautiful masterpieces. Those that are more emotional get a little extra attention now that I understand their triggers a bad they are able to recognize and help their peers as well we they see their classmates frustrated. |
3/4/2021
Topic:
Students with Disabilities
Virginia Carr
|
I have one first grade class with many different disabilities but it is not considered an ESE class. Many of the students are easily distracted and emotional outbursts when things don’t go their way. I have started giving them different materials to work with that allow them to easily “dress their mess”. I will also demonstrate making mistakes in my instruction and allow each one on different days to help me make corrections, showing that we all make most and it’s okay as it’s part of the process. We even had a greatest mistake art display demonstrating how our mistakes can turn into beautiful masterpieces. Those that are more emotional get a little extra attention now that I understand their triggers a bad they are able to recognize and help their peers as well we they see their classmates frustrated. |
3/6/2021
Topic:
Tools And Strategies
Virginia Carr
|
All my student's have ipads. I have used them everyday with my kids. We use them as drawing tools, I upload how to draw videos onto Canvas for them to access when they complete their projects so they can continue their practice. We have used them to share information, learn to use them like a light table, use them as a model resource and so much more. This is my first year really utilizing them and now I couldn't image class without them. We do virtual Venn diagrams, practice drawing with a stylus or a finger, break into groups and create digital projects at safe distances due to COVID. Students, especially my ESE students love to share in a classroom Zoom their work on the big screen. |
3/6/2021
Topic:
Tools And Strategies
Virginia Carr
|
- Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
- I have a student that is nearly deaf. He has two hearing aids and a microphone I wear that taps into his audio. I also draw while I talk as well as have an ALS interpreter in the room. It has been a learning experience for both of us. I have learned to be more aware of him and his needs and he has taught me some signs. For example I make sure I am in direct line of view so I know he can see me. I speak louder during that class to ensure my voice is picked up over the mic of the students in the room. I illustrate the directions as I discuss the days project. I have discovered this actually helps many of my ESE students stay focused during instruction.
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3/6/2021
Topic:
Assessment of Learning
Virginia Carr
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1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
In art class for my ESE contained artists I go to their classroom on a cart. They have their own materials as requested at the beginning of the year. I begin by capturing their attention right from the beginning with a short 3 minute video that includes excellent graphics and sound. Often times there is not a story but a musical component. Sometimes I work with the music teacher and make my own. They incorporate the original master artist work (ex Vincent Van Gogh- Starry Night) and then student work from earlier in the week or the year before as examples of finished projects. Many times I will include several picture of the project in working stages. While the video plays I will go individually to each student (12 of them) and discuss what they are seating. I will ask them formative assessment questions to see what we will need to add to this lesson. After the video I will let the aides int he room know who they will need to work with for the assignment. We will do the project in at least two days rather than one and break the steps into parts. After each part we share our projects and I assess the needs for the following step. I usually assess each one as we work rather than the finished project. Once we complete a project I will usually ask them how they felt about the process rather than the finished work. I feel like it the the journey rather than the result. |
3/6/2021
Topic:
Students with Disabilities
Virginia Carr
|
Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
The student I'm considering in this topic has autism. He frequently does not like to get dirty. He will separate away from the class if the project is too messy. Last week we were painting with our fingers to create swirly strokes of glow in the dark paint onto a sheet of aluminum foil. These were a lot of textures and some textures upset him. Many of the children were using their hands and getting into the project as they got pretty messy. I gave him his aluminum foil wrapped around a try and his paint separated into small condiment cups. Then he was given a handful of Q tips and a disposal cup to place the used Q-tips in. This allowed him to cleanly scoop each color and the glow it the dark element out and onto the surface with an edge that would not allow the paint to spread to the desk. Then he took one large swab, like the type you do throat cultures and swirled the colors together on the foil. He didn't want to mix the colors at first, but after talking with some of his fellow artists we were able to convince him to have fun with it and give it a try. HE LOVED IT! and I think it was the better piece in the class. He was so proud to show his work in our class Zoom. |