5/15/2022
Topic:
Students with Disabilities
Darlene Olson
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I have had a student that was on the autism spectrum. I just needed to be patient with their art making. Normally an aid was in the class, so she was a big help. A little encouragement goes a long way. They need to see an example, but always tell them it's not supposed to look like mine as it is their artwork. |
5/22/2022
Topic:
Tools And Strategies
Darlene Olson
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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.
I use the Chaining Strategy to explain how to make our current art project. I can say it as I do it, wait for everyone to be ready, sometimes I have them give me a thumbs up (ready) or thumbs down (still working). I can always backtrack or wait and help anyone who needs it. Slow and steady wins the race! I also like the Cubing Strategy, which I have never heard of before. I teach elementary, so I might have to modify it some to work with my age group. I think using an actual cube would be so fun! We could roll it and whatever lands up, that would be a question the student (or small group) would answer. Genius! |
5/22/2022
Topic:
Assessment of Learning
Darlene Olson
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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.
I have had a small class that is on the Autism spectrum. When they need to complete the project, some students take longer, and some are quicker. Each project is different. The TA's are also good at helping encourage students to do their best and can judge who is making an honest effort (so I know that they have tried their best). They usually have good imaginations. |