11/3/2022
Topic:
Students with Disabilities
Michele Edge
|
I teach 9th-10th grade English. I have a student in 10th grade who is partially visually impaired. He wears glasses, and shared with me in a journal entry writing prompt that he is blind in one eye. This was several weeks into the semester and I had never known because he doesn't seem to have any trouble completing assignments or participating in class. He has a 504 that says he is ADHD and needs extra time on assignments but he never asks for it. I thanked him one day for sharing his information with me so that I have a better understanding of his needs, so I believe he will advocate for himself when necessary. So far, he has been successful in completing assignments and participating in class, but now that I know about his disability and his accommodations, I try to be more mindful about how information is presented to include him without drawing attention to his disability. |
12/2/2022
Topic:
Tools And Strategies
Michele Edge
|
- 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 definitely used both Guided notes AND semantic maps in my classroom. Both are organizational for those who need it, as well as helpful to lower levels. These have been helpful to a student with a slight visual disability in my class - he wears glasses to correct his weaker eye and he is better able to see and understand notes when they are broken down and chunked into smaller pieces for him. These are too elementary for some and too advanced for others, but at least everyone has all the same information. |