4/29/2021
Topic:
Students with Disabilities
Lesley Dennis
|
I once had a fifth grade student who was visually impaired (but not fully, she did have vision but it was minimal).
Of course, anything that needed to be heard, she was totally fine with (and did really well).
Her seat was closest to my board and she also had a magnifying glass that she used for print up close.
When it came time to performing rhythm patterns (for example), I used rhythm cards that I would place on the floor in front of her so she could follow along. For the rest of the class, the rhythm patterns were displayed on the board.
She loved music class and had such a great ear. |
5/3/2021
Topic:
Students with Disabilities
Lesley Dennis
|
I had a student who had a disability that made it unable to him to sit for long periods of time, and engagement was a factor.
In my class, he used an iPad and I projected my presentations onto the iPad for him to be able to follow along closely. It also allowed him to highlight, circle, and enlarge text if needed as well. It allowed him to stay on task, while still meeting his individual needs. |
5/3/2021
Topic:
Tools and Strategies
Lesley Dennis
|
I had a student who had a disability that made it unable to him to sit for long periods of time, and engagement was a factor.
In my class, he used an iPad and I projected my presentations onto the iPad for him to be able to follow along closely. It also allowed him to highlight, circle, and enlarge text if needed as well. It allowed him to stay on task, while still meeting his individual needs. |
5/3/2021
Topic:
Assessment of Learning
Lesley Dennis
|
I had a student who was autistic and was unable to complete a paper/pencil test on his own.
While the class was completing the test, I sat with the student and read the questions to her. Since it was multiple choice, I had her hold up 1 finger for answer A, 2 for B and so on. |