6/23/2022
Topic:
Students With Disabilities
Joe Sniegocki
|
I taught a student from Czechoslovakia who was physically abused as a child and was adopted by a couple when she was only 4. She was a sophomore in high school who struggled a great deal although her speaking voice and English were good, she struggled formulating new or original thoughts into communicated ideas. She had learned so much by rote that any kind of critical thinking was a challenge to her. We worked a lot on using uncommon connectors. I would take two things that did not have any commonality and ask her to combine them somehow into something new through improvisation and when she was working on a monologue. Sadly, we found out late in the school year that she was actually 21 yrs. old and her parents had changed her age to help get her through school. |
7/10/2022
Topic:
Tools And Strategies
Joe Sniegocki
|
Option 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 needs of a student with a disability.
I have not considered using a sematic diagram in my classroom. I have used a sematic feature analysis, but not a diagram. This year I am going to try the idea of using it to mark the steps used in working with different tools when we do our stage craft unit. That way they can track the cycle of how to perform the steps while being able to allow me to see that they can communicate the steps. The story board I have used before but looking at it today gave me a great idea to use it to identify the parts of a play. Students can identify the exposition of a play and include a picture and a description of the exposition. This will engage the students with analyzing the play, associating a strong image, and writing out a correct summary of that part of the play. They can use the assignment as a pre-writing activity for creating a summary of the play in paragraph form. |
7/10/2022
Topic:
Assessment of Learning
Joe Sniegocki
|
Option 1: Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities. I d a student this past year who suffered from having a heart arrythmia. As a result her attention in class would drift and her IEP requested a number of accommodations to particularly help her during testing. I sat her by my desk and would check on her often to see if she needed help. Since I was right in front of her when I was not working with other students she would, sometimes complaining, talk with me about assignments. This really helped her grade in my class and she began to take pride in the work she was doing. I gave her more time on tests in class and even allowed her to re take tests if she got less than a B. |