9/20/2022
Topic:
Students with Disabilities
Anwar Wilkerson
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I currently teach a small class of students with learning disabilities. I have for several years now. One of my students in this class is labeled ADD/ADHD, Autism Spectrum Disorder, Epilepsy, Vision Problems and Red folder reads (other health impaired) He does not speak much but his one on one school para says that he can speak if you prompt him enough. When he doesn’t get his way he will try to walk or run away, and whine his para stops him by staying in proximity. He doesn't know how to voice his opinion verbally so this is how he shows disapproval. He doesn’t like to draw much but he does like to see colors mixing in paint so on occasion I let him paint.
I modify instruction by using visual representations of what the student needs to accomplish. Pointing to the picture and saying the words may help him to learn the objects. His para assists him with holding materials. I shorten his time in class so that when he has accomplished something I may let him leave early for nap times. He exerts a lot of energy when completing a task sometimes. I have had him for a few years and he improves a little each year. He may never speak to me but I look forward to him using a few words. This year he is doing better with staying on task for up to 15 mins of class time which is one of his goals for ESE inclusion. |
10/14/2022
Topic:
Tools And Strategies
Anwar Wilkerson
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Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
Recently we have iPads in the classroom. There are simple drawing programs on there which let kids learn to create radial symmetry patterns by letting them select colors with there fingers and create shapes that they can then repeat and rotate. This allows me to teach them colors and to see if they know the color by picking it with their fingers when I say the name of the color. If they pick the right colors and use it I will know its a color they are familiar with. If not I will know to teach them the color's existence. It also a good way to teach them what lines and shapes they are creating, or to show them how to make shapes. I teach autistics kids that do not like pencils, crayons, or markers, but they like to touch things like liquid paints and screens that move. |
10/17/2022
Topic:
Assessment of Learning
Anwar Wilkerson
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I use questioning or what is known as "ticket out of the door" which is processed by my use of a dojo point system. It not only works with understanding if students have retained old and new terms needed to describe what type of work they are doing, but it also give the student a chance to use some memory recall.
For students that do not talk or have no verbal motor skills. I use a visual representation to see if they can comprehend by pointing it out or in a picture study. This works well with understanding and studying shape, color, texture and value. |