11/21/2017
Topic:
Students with Disabilities
Suzanne Greene
|
One of my students had ADHD and hearing impairment. His focus was on everything visual going on around him. He would not remain in his seat, but explored and touched everything. Since he was visual and tactile, I was thinking of a way to help him remain in his seat, I had him create textures and glue different types of textures on his paper. We used fur cloth, burlap, straws glued together like a raft, round buttons and smooth plastic for each of the squares. To reward him for sitting still to do the project, we let him go around the room and show his masterpiece to others, so they could feel the different textures. |
11/21/2017
Topic:
Tools And Strategies
Suzanne Greene
|
2. I had a Hearing Impaired kindergarten student for which I used technology to learn sign language. She knew some basic signing, but the particular computer program focused on learning the signs for individual words. It had drag and drop to place the hand gesture to the picture. Games that interested her where in the program. It then used the written word for which she had to pick the correct hand gesture. She learned very quickly and was able to pair up with a peer, so they could learn sign language in a game to see who could find the correct sign language word first. She had an interpreter in the classroom, but with this computer program, she could be independent. We made graphic organizers for which she could cut the word out to glue to the picture and then the hand sign in the third square. This way, she could apply it to group work where she was learning to read and write sentences. |
11/21/2017
Topic:
Assessment of Learning
Suzanne Greene
|
I had an elderly ESL student in a correctional classroom who we knew would not be with us a long time as he was going to be deported. He was from Haiti and did not know how to write in his native Kreoyl or English. He could not even write or sign his own name. He would put a T or a cross when he signed a document. He had a hard time holding a pencil and had to be taught the proper grip. We used an adapter to help him hold the pencil, as his hands were gnarled from long years of field labor work. We decided that in the short time we had him to teach him to write his name, so he could have an identity. We made him a cardboard stencil of his first and last name. He began tracing with the stencil, over and over until he grasped the motion of the letter. Then we had him attempt to write it without the stencil. He would practice back and forth until before he left us, he could sign his name. He said, through an interpreter, "this is me" and smiled broadly. |