10/1/2021
Topic:
Students with Disabilities
Nayda Flores-Toro
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I have a student who is ASD. During instruction, he will turn the lights on and off, opens and closes the water faucet, runs from the classroom, and yells/makes disruptive noises throughout the block. I accommodate my lessons by chunking his activities, use repetition, provide extended time, and I get creative and playing calming music/sounds and give continuous praise. Some days are better than others, and his behavior is slowly improving. |
11/11/2021
Topic:
Tools And Strategies
Nayda Flores-Toro
|
1. I like to use differentiated task cards. My stations are differentiated, using different fonts on texts, some include visuals, others have sentence stems, to accommodate the needs of all learners.
2. I use the elmo/smartboard for student’s self evaluation of art work. This engages students and retain their focus (you can zoom in and out of details, look more easily for errors, and provides a complete vision of the art work). |
11/11/2021
Topic:
Assessment of Learning
Nayda Flores-Toro
|
This school year, I have a fourth grader that is visually impaired. When providing ongoing assessments in art, I accommodate by helping him to “look” with their hands and fingers as I model. I provide tactical materials for where to apply glue, shapes, or materials. I also guide the student's hands to locate “landmarks” with verbal descriptors. I prefer to use media such as clay and fingerpaints. |