7/29/2022
Topic:
Students with Disabilities
Joseph Postin
|
I had a student with visual impairments. Severe enough to be classified as legally blind but could make out large objects. The student was placed in the front of the room. Music and materials were enlarged so they could be easily read and the student could work independently like the rest of the class. Any board work for the day was given to her prior to the lesson in enlarged form. A chair partner was assigned to aid in getting her materials each day and guiding to the raisers and through any movements required. This student was a Senior section leader. A meeting was held with the two students and myself at the beginning of the year so as to not draw undo attention to the process. It worked very well. |
7/29/2022
Topic:
Tools and Strategies
Joseph Postin
|
In using technology, lessons, sight reading exercises, and vocal parts were put into "Schoology" an account each student has for each class. Resource links were also put there. This allowed students to practice and review information at there own pace and it gave me feedback as to their progress. |
7/29/2022
Topic:
Assessment of Learning
Joseph Postin
|
Two simple and quick reporting strategies for comprehension that I have used are;
1. I have students close their eyes and give me a thumb up for Mastery of the concept (understanding), thumb at half mast for partial understanding, and thumb down for struggling.
2. I give my students with learning Disabilities a private code to let me know they need help. i.e. tap their nose three times, hand on their chin. I then touch my right ear with my left hand to confirm. No one else knows. I can then change strategies. |