8/14/2022
Topic:
Students With Disabilities
Kathryn Calderon
|
I had a student with Autism during my first year of teaching. He would often get distracted by a game on his phone and become hyper-focused on that instead of his project. To work through this, I had him sit closer to me so I could help redirect him. We would have him work for 10 minutes on his project and then five minutes to be on his phone. We kept this up and it helped him to stay on task because he would get a brain break. |
8/24/2022
Topic:
Tools and Strategies
Kathryn Calderon
|
Option 1: I used two strategies: peer partners and graphic organizers. As a visual arts teacher, both of these strategies really helped my students with disabilities and my students without. Peer partners allowed students to one) get to know someone they didn't know and two) to have help during projects and pair activities. Students had a lot of fun working with a partner. Graphic organizers and doing things step by step with students ensured they got to understand the assignment not only verbally but also visually. |
8/24/2022
Topic:
Assessment of Learning
Kathryn Calderon
|
I had a student with autism, and he would often lose focus. When it came time for assessments (drawing an example of what they learned without my guidance), I would give him extra time and sit near me. Being by me ensured I could keep him on track and give him breaks throughout the assessment so he would not get distracted when it was time for him to focus. |