11/15/2022
Topic:
Students with Disabilities
Laura Hash
|
I had a student who came to our school from another one. She came with a long list of notes about her emotional and behavioral disabilities, and her common outbursts in class. She was in 2nd grade at the time, and she'd been having these issues since prek. When she arrived, I was a little concerned about her past, but I focused on building a relationship with her, and making sure she knew she was safe and I was happy to have her in my class. This seemed to do the trick. Although she was diagnosed EBD and she had meltdowns from time to time, it was nothing compared to the way she acted at her former school. I feel that she needed a clean slate and a non judgmental faculty that would give her a chance. She thrived once she felt loved and understood. She started to make connections with her choices and the outcomes (privileges vs consequences) because she was met with teachers who showed her consistency and love. |
11/15/2022
Topic:
Assessment of Learning
Laura Hash
|
Having a student with EBD as well as ADD, I employed several strategies to help her be successful. One thing I did was use non verbal cues to keep her on task. As I walked around delivering instruction, I would wander over to her and point or adjust her book, etc. This would often get her back on track. In addition, her pacing was slow due to her constant distractions, so I would adjust the length of her assignments and/or the amount of time allowed to complete them. |
11/15/2022
Topic:
Tools And Strategies
Laura Hash
|
I've used technology for an autistic child who had trouble following a guided drawing lesson. This student was able to implement an online tutorial of the same drawing. This allowed him to start and stop the lesson at his own pace, which alleviated frustration involved when he fell behind in trying to keep up with the rest of the class. This allowed for success and pride in his artwork. |