11/6/2021
Topic:
Students With Disabilities
Nora Hussein
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Last year, I had an inclusion class with 20+ ESE students in my Draw 1 class of 45+ students while hybrid teaching during the pandemic. Thankfully, I had a handful of paraprofessionals in the room. There was one girl that had an intellectual disability. She wasn't able to follow along on her own. I gave them all a coloring book and a pack of color pencils that they can keep on their shelf for the ones who were face-to-face. We developed a routine where she would go straight to her shelf, grab her belongings and color in her book until I finished my class instructions. While students were independently working I would give her individual instructions and give her hand-to-hand assistance. She had a speaking device to communicate verbally. She only knew how to draw smiley faces. So, I would give her tracing copies of the images I wanted the students to recreate on their own papers in order to develop her motor skills and practice having more control of the pencil. She was a very happy and sweet girl who loved the color purple and we slowly got her exploring other colors. |
11/6/2021
Topic:
Tools and Strategies
Nora Hussein
|
I use the grouping practice of Peer Partners. My classroom is setup in groups and I have the students pick their seats at the beginning of the year. Each group works together from getting the proper supplies ready to helping each other stay on task. This is beneficial to all students, especially to students with disabilities. They are able to develop positive relationships with their peers and ask for assistance more often and keep up with the pace of the classroom while I'm assisting other students in the room. I also use the reflecting strategy of Self-Evaluation and Reflection. At the end of each unit, students finish completing their rubrics where they answer a reflection question such as "What was your most successful aspect of your drawing," or" What is something you can improve on?" This helps them build their independence in learning. |
11/6/2021
Topic:
Assessment of Learning
Nora Hussein
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To setup all students with success, I have them complete Student Visual Journals. They plan out their sculpture on paper first and I can address any issues that may occur in the construction process. I have a student with a Specific Learning Disability who would rush everything and will turn in sloppy work. He would finish early, and I would have us refer back to his journal and go over the details of his plan that he didn't include to achieve a better result. Additionally, I give all my students a rubric where I ask them to evaluate themselves before they turn it in with their project. This gives me an idea of how well they thought they did before assessing them. They are also asked to write a self-reflection. I surprisingly receive honest responses when I ask where they can improve on. |