2/4/2022
Topic:
Students with Disabilities
Mary George
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I teach at a school with ESE preschool classes containing many various disabilities, physical, behavioral, intellectual, and emotional. I use many accommodations to assist with their learning such as adaptive loop scissors, oversized crayons/pencils/paintbrushes, non-toxic materials, textural materials, to name a few. I also teach 3rd, 4th, and 5th graders of general education and ESE status. I place hard of hearing or visually impaired students closest to the board. I break down a lesson into smaller parts and we frequently do guided practice as I demonstrate my actions via a flex arm camera projected to the front wall. The steps and key info is written on the board as well. I walk the room and give individualized help to those that need further assistance. I ask students to help their peers with the task. I modify the objectives of the lesson to be an appropriate goal for ESE students. |
2/7/2022
Topic:
Tools And Strategies
Mary George
|
I use the graphic organizing strategy when the class compares 2 artworks. The Venn Diagram is a favorite for whole class discussions. Students call out similarities and differences and I write them on the board, or students draw and write their own diagrams on paper. Another example I use is semantic maps for the elements/principles of design, with the students adding art photo examples to the appropriate category groups on the board.
I also mostly use tiered lessons to deliver the content of a unit study, due to short class times, but lots of content. A large lesson is broken down into smaller tasks so that 1-3 tasks are accomplished per visit with the class. Differentiated assignments are a must with my student population as well. The assignment is modified to appropriately match the student's readiness, skill, and comprehension levels. I routinely offer multiple ways of satisfying the assignment objectives so that all students learn and accomplish the assignment successfully. |
2/7/2022
Topic:
Assessment of Learning
Mary George
|
I have a student on the autism spectrum who is also hard of hearing. He has preferential seating (setting accommodation), right up front near me. I use picture posters with symbols to convey directions, and provide written direction handouts as well (presentation accommodations). Extended time (scheduling accommodation) -more art class visits compared to the general education student- is needed to complete assignments. He uses adaptive tools such as loop scissors and larger grip writing utensils (response accommodations) when cutting, drawing, painting, writing, etc. Visual cues (presentation accommodation) are also needed to stay on task for him to be successful. He is very sensitive to change, so we stay aligned with his daily routine/schedule and stick to the allotted time per day, per week for art (scheduling accommodation). |