5/2/2022
Topic:
Students with Disabilities
Tracey Williams
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I have an ADHD/Autism student who usually doesn't want to do the project the class is doing, if I put the materials in front of them, they tend to knock it away or get upset. I tell the student that I will leave the materials on my desk and when/if they are ready they can get the materials and start. The student usually takes about 5 minutes before seeing the other kids creating and then wants to join in. The student is also motivated by creating dinosaurs, so if they want to add one to the Monet water garden picture we're creating or replace their fish patterned fish with a patterned dino, I allow for those interest changes.
I also have a big basket of books in my room. I have acquired a few dinosaur books just for this student, so if they need a break or finish their project a lot earlier than the class they have a positive option verses disrupting the class. It is also a motivator, "Spend 5 minutes working on your project and you can pick a book to bring back to your seat."
So choice, frequent breaks, accommodating special interests. Also my room is set up for avoiding overstimulation, less overhead lights on, quiet lofi music. |
5/14/2022
Topic:
Tools And Strategies
Tracey Williams
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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.
Differentiated Instruction: Having students focus on the principle of design, SPACE, typically looks like me having students problem solve how to create a background for a drawing they've created, adding more imagery spaces, ect. With many of ESE students the goal is getting them to fill the space, spend more time coloring (i.e a blue background behind their pikachu drawing) or even using a scribbling design to serve as the background to the picture of their family they drew. (Materials will vary student to student as well, and time.) I've had ESE students latch onto a particular project and spend many classes just adding more and more intricate details, so allowing more time.
Chaining can be used both for classroom routines. My 3rd-5th get their own supplies and set up their own work stations. Also can be used for more difficult skills (learning to draw faces). With Kinder chaining is useful for getting them to learn the steps need for different types of art projects, creating successful pieces and learning routines. |
5/14/2022
Topic:
Assessment of Learning
Tracey Williams
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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.
Beginning of the year I take a sample of student work for pre-assessment. One student with Autism/ADHD has trouble completing this task each year, We have used strategies like frequent breaks, extra time, and allowing for a drawing without color. Also allowing the drawing to be of a special interest instead of my prompt "Draw a picture of yourself doing something you love."
The nice thing about the special interest drawing is I will usually see the special interest in every piece of art for the rest of the year. That gives me a great way to progress monitor and see growth for EOY assessment. |