5/31/2021
Topic:
Students with Disabilities
Eunice Park
|
- 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 currently have a kindergarten student with ASD. He is very engaged with numbers and intelligent in math. I have noticed he enjoys systematic processes and is already skilled in advanced mathematical concepts that his fellow kindergarten peers have not learned yet. He often struggles in transitions, so depending on the day, getting started for art class can be difficult as we move around from the carpet to the tables. This movement can throw him off. We have started to bring a timer for the 45 minute period so that he knows exactly when it is time to begin, clean up, and leave. Headphones also have helped with the sensory overload. When outbursts occur, counting and practicing math problems have helped calm him down. Being a first year teacher, I am currently working to try to accommodate projects to incorporate his interests with numbers as well as make them flexible for him to feel successful. |
6/13/2021
Topic:
Tools And Strategies
Eunice Park
|
Especially with this year of COVID-19 and the demand of sanitizing supplies and distributing materials on my own, I have utilized technology even more. When students come in, demonstrating through pre-recorded videos have saved me time to get things situated before starting our projects. While students watch, I pass out supplies. These videos have come in handy to help my students with learning disabilities that need more hands-on help. It has allowed me to replay these clips for students who need the repetition, providing a visual for them to see as I am also showing them the steps beside them in person. These videos are projected on the smart board so that it is large and clear as well. |
6/13/2021
Topic:
Assessment of Learning
Eunice Park
|
I have a kindergarten student with ASD who has difficulty following along during projects that are more restricted to drawing or painting. On a lesson that required students to show demonstration of understanding the concept of symmetry, it was open for students to build with foam shapes and create a symmetrical piece instead of the monoprint painting. The assessment was adapted for students to choose how they could show their learning of symmetry. |