3/24/2021
Topic:
Students With Disabilities
Emily Kent
|
Graphic organizers greatly benefit many of my students with disabilities by allowing them to organize their ideas and structure their thinking visually. Providing directions in chunks along with pictures provides students with a clear, concise map from the beginning to the end of an assignment. Using timers to self-monitor pacing has also proved beneficial to many of my students with ADHD. |
3/25/2021
Topic:
Tools and Strategies
Emily Kent
|
I have students with behavioral needs and ADHD. Setting timers with rewards attached allows students to work in small chunks with the promise of a reward. We use iPads and laptops to both set the timers and provide quick games for students to play as a reward system. I also chunk assessments and assignments by cutting the original assessment/assignment into parts (similar to the task card method discussed). |
3/26/2021
Topic:
Assessment of Learning
Emily Kent
|
I utilize ongoing journals WITH sentences starters for many of my students with specific learning disabilities. These journals allow me to monitor student understanding and quickly identify any misconceptions. Many of these students are reluctant to share out in class and it becomes difficult to gage their understanding. In order to prevent these students from quietly slipping into the background, I created specific sentence starters tailored for specific areas within our lesson/unit. I printed them on labels and just stick them in the student journal when needed. The sentence starters decrease the amount of time students spend on structuring a sentence and provide more time for them to focus on reflecting on their learning. So far, this has greatly improved my ongoing assessments of these students and allowed me to re-teach content before it's too late! |