1/11/2018
Topic:
Students with Disabilities
Corrie McCoy
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I currently teach 2 classes of CSS students at one time, (for 50 mins), which can be quite the challenge. I have disabilities ranging in all areas. I have differenciated the classroom to contain different activities and challenges for each of their levels. Each table group contains the materials that group will need. I communicate with paras who attend class with them so we have a good game plan before we get started. For a collage project, I have one group that can draw the shapes, cut the shapes and glue them down. My other group cannot use scissors so their shapes are pre cut but they can use glue. I have another group that lays the pre cut shapes where they want them and the para glues them down. I have another group with more sever disabilities so their activity is entirely different. It is a challenge to have 2 full CSS classes at one time, but we make it work! I want all of the students to enjoy creating something. |
1/11/2018
Topic:
Tools And Strategies
Corrie McCoy
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I have had a non verbal student in my art class for the past 2 years. This year we have been communicating with a word tablet. It allows him to type the words he wants to say and the tablet speaks for him. I show him picture options from a computer or the actual item and he is able to respond with his tablet. Example- choosing a color he wants to work with or a project option. I have noticed this year he is thriving in class. He participates and gets to share his own ideas with myself and his para. This allows him to create something he loves. |
1/11/2018
Topic:
Assessment of Learning
Corrie McCoy
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I have a student with dyslexia and adhd. He is unable to independently write responses or read large text, so I have him draw his responses. I read the question aloud and he draws his response . An example might be to explain the difference between an organic and a geometric shape. He draws a geometric shape on one side and an organic shape on the other. I have also had him verbally explain answers but I found that draws too much attention if the class is large. So, I added a drawing response section for the entire class so he doesn't feel different. I have also taken this approach with students who are several grade levels behind. Due to time restraints in art I keep a checklist (ongoing assessment) and verbally review with students. I can check their names off when I feel they have grasped the concept and can verbally explain it to me. This doesn't put one student on the spot. They are unaware that I am assessing them. |