7/15/2021
Topic:
Students with Disabilities
Joanne Przybylowicz
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I have a student that is visually impaired. He is going into 2nd grade this coming year. In kindergarten, he sat in the middle of the classroom and was very shy. I right away based on his work felt he needed some assistance so I moved him. I made sure he sat up close near my desk and the Smartboard. I also ensured he had a helpful student sitting at the same table. I also provide individual step-by-step you do I do with him. In first grade, I assigned him a similar seat near the front of the classroom. Over the last two years, I have seen him blossom into a wonderful artist who loves to share his work with the class but is not afraid to share his thoughts about different lessons. |
7/16/2021
Topic:
Tools And Strategies
Joanne Przybylowicz
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2. 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 identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I have several students that have ADHD. This past year I integrated digital art into my art program. I used Adobe Spark and allowed the students to self-express themselves by creating "About Me Posters" and then share them with the class. I always allow the students to stand at their table if they cannot sit for long periods of time. They have their assigned area at the table. The students with ADHD were so engaged in using Spark because they saw immediate progress in their designs and could change the art on the fly. They enjoyed sharing their works of digital art and I have seen amazing progress in their comprehension and completion of the assigned tasks. |
7/16/2021
Topic:
Assessment of Learning
Joanne Przybylowicz
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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.
Having several students with ADHD, I decided to change my assessment process and create a quiz that was more interactive. After completing a lesson I allowed all students to create a short Spark video answering the questions at the end of the lesson. I set up several stations around the art room. Students would go to the station and read the question. All students had a partner. They would answer the question in a video format on Spark. After they go around the room and answer all the questions that could add visuals to the video to help explain their reasoning. This was a great way to assess students' comprehension of the lesson. |