1/10/2018
Topic:
Students With Disabilities
Chris Oxford
|
I have had a few interesting cases over the last few years that I experienced for the first time regarding students with disabilities. For this discussion, I would like to discuss one in particular - I have had a Hard-Of-Hearing student, and an interpreter came with the student to class everyday. She and I would discuss the lesson plans of the day, collaborate on instructional ideas and deliveries, and it was a real lesson for me. It was good for the student to also branch out and work with peer groups, as I am sure it helped not only his confidence but his social skills and educational skills for the course. |
1/10/2018
Topic:
Students With Disabilities
Chris Oxford
|
Yes, this is something I have had to deal with in my video production/computer based courses. Creating smaller, easily achievable projects helps, and attempting to create bell to bell activities. But, it is an ongoing challenge; we have to think outside of the box sometimes. Jo Davidsmeyer wrote:
I have often had students with ADHD in my computer art classes. They have trouble with staying on focus for an entire period and become easily distracted. Often they would distract their should partners and prevent other students from concentrating on their own work. Modifying assignments so that they had smaller, achievable goals helped, as well as finding other activities for them in the room: classroom helper, passing out headphones, etc. |
1/23/2018
Topic:
Tools and Strategies
Chris Oxford
|
I have used technology in a variety of ways to assist students with disabilities in my classroom. As a Video Production/Broadcast Journalism teacher, I have had a student in the past with CP, where she could not write notes on paper or write assignments down on worksheets, so I have allowed her to use Microsoft Word (with additional font and size enhancement), TextEdit and other programs where she can do her documentation, notes and self-reflections that I assign to the other students. Other tools include (with using the GMetrix software for Adobe training) step-by-step Computer work station style training and practice, pre-recorded videos for organization of space, and more.
I have used Graphic Organizers in the past (specifically Venn and, to some extent, CISM), and plan on using them more in the future; the Cube method seems like it may be helpful. |
1/23/2018
Topic:
Tools and Strategies
Chris Oxford
|
I think this is a great idea, and it helps the students tremendously with step by step visual guidance that they can immediately reference (if you unable to be "right there") and with those use of closeups, the students have a great visual aid. I may incorporate something like this.
Jeffrey Huebner wrote:
I have created a series of You Tube videos for each of my lessons. As a pottery teacher the many steps involved and the set up of each step can get lengthy and cause many students to loose attention and engagement. Creating the videos allows me to skip or speed up the set up and lengthy processes. Doing this has allowed me to turn a 30 minute demonstration into a 5 minute demonstration. I then play the demonstration on loop while students are working so they can refer back to it. In addition the You tube format allows me to create close up camera angles that students would not be able to see in real life. Also students can watch them ahead of time and after the fact if they miss a class. I have found this to be increadibly helpful for many students especially those with limited attention spans. https://youtu.be/N9Tl8fLtN3A
edited by Jeffrey Huebner on 12/17/2017
edited by Chris Oxford on 1/23/2018 |
1/24/2018
Topic:
Assessment of Learning
Chris Oxford
|
(Option 2) I currently have a student in my Broadcast Journalism course who has Social Emotional Behavior issues (a Specific Learning Disability). She had been previously diagnosed with Autism Spectrum Disorder and Generalized Anxiety Disorder. When first working in the course, she did not engage with other students and was easily anxious and frustrated when the class (a large "elective" course with almost 40 students) would get loud or disorderly early in the year. As the course has progressed, I have placed the student with small peer groups in a more quiet environment, where she has had the option to utilize hands-on activities such as creating computer graphics and titles for our daily news program.
To answer the overall question, I feel that the Ongoing Assessment branch (using "Ticket Out the Door" cards, as well as simple "Reflection" worksheets and verbal discussion in a quiet and focused setting) will help the student achieve mastery in the course.
edited by Chris Oxford on 1/24/2018 |
1/24/2018
Topic:
Assessment of Learning
Chris Oxford
|
I am excited to use more "Ticket Out the Door" strategies as I have seen now that it helps the students retain the info in an immediate and creative way. It also lets the students know that you are keeping tabs on their development and knowledge acquisition. It's great to see all of these other ideas and methods being put in place in other classrooms - I feel I have ways of being more successful. Emily Kline wrote:
In my school I see a wide variety of students with learning disabilities at all levels and of all types. The more severe students come to me every 10 days with a paraprofessional. This long span of time causes retention problems within itself, so I have teamed up with the other art teacher that also sees these same students. We have the students recall what they have been doing in each of our classes when the arrive. Just to get them acclimated back into the art room. For assessments, we or the paraprofessionals will help to write exit tickets using key words. When the student come back to our classes, we show them their art work and ask if they can remember their key words that they chose for that specific art project. I feel that this allows the student to recall their art how the student sees their art. Correct vocabulary is encouraged. Students are also informed of what the lesson will be prior to showing up so adaptive tools can be brought with them as needed. |