11/23/2021
Topic:
Students with Disabilities
Jessica Kesaris
|
I currently have a Kindergartener who is deaf. She is still learning sign language herself and cannot hear at all. This means that she cannot hear videos I show or hear my voice while teaching. Also, since it is early in Kindergarten, this student cannot read yet. This means that subtitles and written directions are of no help to her. To help this student, I have her sit in the front of the room and use a lot of visuals and hand gestures. Her peers are wonderful and love to help her when she needs it. She often seeks approval that she is doing the "right" thing, so I check on her often during work time and provide her with feedback using gestures. During demonstrations, I project my demo onto the smart board so she, and everyone, can see clearly. These strategies not only help this student, but all students. |
11/23/2021
Topic:
Tools And Strategies
Jessica Kesaris
|
1. 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 student's disability. Share your response in the threaded discussion.
Two strategies I would like to implement in my classroom are graphic organizers and task cards. Graphic organizers, such as the Venn diagram, can help my elementary students compare and contrast famous artworks, or even their own art. I could also use the semantic maps for teaching vocabulary words. Task cards are a great way to differentiate and allow students to take charge of their learning. For students with disabilities, graphic organizers serve as a visual way for them to organize what they are learning and come back to it. Task cards allow students with disabilities choices and more opportunities for success. |
11/23/2021
Topic:
Assessment of Learning
Jessica Kesaris
|
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.
In my elementary Art classroom, I use exit tickets very often. I also use response cards occasionally. Anytime I teach a new element or principal, I begin with explicit instruction. Then I have students complete an Exit Ticket before they begin working, so I know who needs more help during work time. This is especially helpful for my students with disabilities. For example, I am thinking of a student with Autism in fifth grade. He does not like to ask for help, but gets frustrated if he does not understand something and doesn't get the help he needs. I make sure to check everyone's Exit Tickets and if I see that he did not fully understand, I will make sure I work with him that day. |