9/7/2021
Topic:
Students with Disabilities
Sharon Richmond
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- 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 work with the intervention team and IEP team to problem solve and develop strategies for students who struggle and or have disabilities. We had a child who has a hearing impairment and we recommended a classroom amplification system, clarification of directions and repeating of directions, and visual supports. The teacher also frequently checked in to make sure the student understood each step of the projects and provided physical reinforcement such as high fives and thumbs up. |
9/8/2021
Topic:
Tools And Strategies
Sharon Richmond
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
Mnemonic Instruction with the Letter strategy can be used to teach the colors: ROY G. BIV - Red, Orange, Yellow, Green, Blue, Indigo, and Violet. Group practices such as Peer Partners is often useful with children with lower cognitive functioning or language deficits. By providing a partner to assist, they are able to overcome challenges through seeing the activity modeled by the peer and also get assistance and prompting when needed throughout the activity. Both students feel a sense of accomplishments when done in a positive manner. It is important to know your students before pairing, because not all students have developed to to a level where they are strong leaders, positive encourages. or tender hearted.
- 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 have used iPads for sharing and assessing key elements for students with visual impairments. The adaptive function that allows the student to magnify the page makes the assignment/assessment accessible to them. |
9/8/2021
Topic:
Assessment of Learning
Sharon Richmond
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have used an iPad with the magnification accessibility function to assess students with visual impairments.
- Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
For children with attention and impulsivity difficulties, I often use repetition of information and directions, clarify directions, active student involvement, and verbal encouragement. Repetition of information and directions ensures the student has at least heard the information/directions once of not more than once. Clarifying the directions, makes sure the student understands the directions. Sometimes I have them explain the directions or concepts in their own words so I know that they got it. Active student involvement during a lesson allows for the student to assist in the demonstration of the activity or actively participate in the lesson presentation, allowing for the student to be actively attending to what is being taught. By using verbal encouragement, the students are given cues or encouraged to stay on task or keep up the good work, which assures that they are not zoning out and leave the class with their work incomplete. |