11/12/2021
Topic:
Students with Disabilities
Mary P Morrison
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I currently have an SLD student who is diagnosed with dyslexia. She struggles across the curriculum. Modifications and accommodations are made to her subjects. She receives multi-sensory supports and direct explicit instruction to meet the needs of an emergent reader. New and reviewed concepts are introduced and practiced with visual, auditory, and kinesthetic/ tactile approaches. To meet her needs in my class, we use sand trays and manipulatives (magnets, playdough, pipe cleaners...). New concepts are color-coded and she colors/ highlights along with the lesson on the pre-printed notes in dyslexia friendly font. Choice boards are offered for projects. Additional accommodations welcomed in class are using voice to text, C-pen to read the text to her, and group/ peer collaboration projects. |
11/12/2021
Topic:
Tools And Strategies
Mary P Morrison
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I use graphic organizers regularly for my SLD and Language Impaired students. Venn Diagrams are used to compare and contrast information or to make text to self connections. Mnemonics are used with each vocabulary lesson. The students write their definitions and a mnemonic to "picture" the word in a meaningful context. Story Mapping helps students to organize their thoughts and see the information more clearly. Students use activity cubes to practice the six perspectives for a theme we are studying. The multisensory and interactive approach is especially useful for my high energy and dyslexic students to stay engaged in the lesson. |
11/12/2021
Topic:
Assessment of Learning
Mary P Morrison
|
For my elementary students, I use response cards and exit tickets as a way to assess what they have learned in the class. I add images for my ELL, Language Impaired, SLD, and autistic students. On the back of the card, there are emotion emojis. Students circle the image to let me know how they feeling about the new concept: enthusiastic/happy/ confident, feeling ok/but still has some questions, feeling unhappy/Not confident. |