4/6/2021
Topic:
Students with Disabilities
joyce huffman
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I had a student that had Autism Spectrum Disorder. He was very inward. He did not care that there was a classroom full of children. He did not care what any children thought. He had a hard time fitting in. He struggled with following directions. He was not violent. Every time he came to my classroom he would sit under the desk instead of in his seat. He would listen, but did not want to be out for everyone to see him. I tried many ways to encourage him to sit in his seat. I finally started sitting on the floor with him. I taught him daily on the floor beside him. He made great gains academically, mentally, and socially. By the end of the year he mainly sat in his seat and interacted with the other children. There were still some days that he hid out under his desk. |
4/6/2021
Topic:
Students with Disabilities
joyce huffman
|
Kim Andrescik wrote:
One of the students I have in my first grade art class has an emotional/behavioral disability. He has a difficult time entering the classroom and transitioning into different activities and situations. It takes him ten minutes to get settled down and be ready to start class. He struggles with self-control and focus. This student does not stay on task and complete class projects without support and interventions. He disrupts other students who are working and often times needs one-on-one attention from the teacher. He gets angry easily when his art project doesn't work out the way he had hoped it would. I have had to make many accommodations in class for this child. Usually, I meet him in the hallway before class starts to review the rules and let him know the expectations of the assignment that day. He enjoys being told what we are going to be accomplishing that day and then I allow him to share with the other students what he heard me say the directions were. He needs close proximity with the teacher so I have him sit at the table near my work station. Often times, I praise the students who are working at his table to encourage him to stay focused. When he starts to get distracted or loses interest in finishing his project I will praise him for his work and point out what I like about his effort. He gets to earn a ticket for my prize jar at the end of class if he finishes his work and cleans up his area.
edited by Kim Andrescik on 4/27/2016 |
4/6/2021
Topic:
Students with Disabilities
joyce huffman
|
Does it help to give him a job in your classroom or can he handle it? Kim Andrescik wrote:
One of the students I have in my first grade art class has an emotional/behavioral disability. He has a difficult time entering the classroom and transitioning into different activities and situations. It takes him ten minutes to get settled down and be ready to start class. He struggles with self-control and focus. This student does not stay on task and complete class projects without support and interventions. He disrupts other students who are working and often times needs one-on-one attention from the teacher. He gets angry easily when his art project doesn't work out the way he had hoped it would. I have had to make many accommodations in class for this child. Usually, I meet him in the hallway before class starts to review the rules and let him know the expectations of the assignment that day. He enjoys being told what we are going to be accomplishing that day and then I allow him to share with the other students what he heard me say the directions were. He needs close proximity with the teacher so I have him sit at the table near my work station. Often times, I praise the students who are working at his table to encourage him to stay focused. When he starts to get distracted or loses interest in finishing his project I will praise him for his work and point out what I like about his effort. He gets to earn a ticket for my prize jar at the end of class if he finishes his work and cleans up his area.
edited by Kim Andrescik on 4/27/2016 |
4/18/2021
Topic:
Students with Disabilities
joyce huffman
|
I had a student that had emotional and behavioral disorders. He had a hard time following directions and staying on task. He would run around the room when he felt like it. I solved the issue by: Having him enter the classroom last. I would give him a spot next to me and if he stayed on task during instruction time he would be my helper and hand out materials to the other students. If he stayed on task during the assignment he would help by collecting and putting away materials. He thought it was the best thing to be able to leave the classroom last and help out. |
4/19/2021
Topic:
Tools And Strategies
joyce huffman
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- Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability. I had a student that was visually impaired. She could see words and pictures if they were large print. This is a challenge in the classroom for story reading. For this student she went to a learning center that she could listen to her story being read to her. When we did whole class instruction/reading of Science or Social Studies or from our Reading books I would project the pages in a large format on the Smartboard so she could read along with the class. During centers she also could go to the Smartboard and work on her math assignments since the math book was on the Smart Board and all she had to do was enlarge the questions to be able to read them.
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4/19/2021
Topic:
Assessment of Learning
joyce huffman
|
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities. I have used a pre-assessment with my students. I have done this in many ways for example a quick circle the answer you feel is correct, something in drawing form, hold up the response card to go with the question. I have also done a ticket out the door. A quick answer to a question on a 3X5 sheet of paper. I also like to every now and then do a journal writing or drawing to go with what they learned that day. I like to change things about every quarter.
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