1/17/2018
Topic:
Students with Disabilities
Emma Johns
|
I have a student with Down's Syndrome. She is in 3rd grade, and she also has speech impairment. The first two years she was at my school, she was not staffed with a para, unlike another student with Down's. At the young age (first and second grade), I had a difficult time meeting the needs of her classmates while also making sure to differentiate the instruction for her. Typically, I would try to get her classmates to the independent working phase before working one-on-one with her. I would show her step-by-step instructions, provided modeling of techniques and tools (hand over hand in some cases), and provided tools suited for her developmental stage (for example, special scissors). If we were drawing, I would sometimes lightly draw and have her trace over my lines. Before she was staffed with a para, it was hard to keep her on task. I enlisted a peer who was responsible, but who would also allow her to complete tasks on her own. |
1/17/2018
Topic:
Assessment of Learning
Emma Johns
|
I have a 5th grade student with sensory processing disorder and anxiety. For performance based assessments, I go over the rubric with her before we begin working. I tell her about the materials we're going to use, what they feel like, how to use them. She is given the option to continue using those materials or using something else (example: she has issues using glue, so I allow her to use tape when possible). Students are to complete a self assessment when they are finished with their project. She is given extra time in class or at home to complete. She is also allowed to dictate her responses, or she may draw her response. |
1/17/2018
Topic:
Tools And Strategies
Emma Johns
|
I regular use a document camera and projector in my classroom. It allows me to provide a large, step-by-step, visual of the process. Students are allowed to "move where they can learn best" during these instructional times. I also find videos to supplement my lesson plans, covering both visual and auditory learners. I really like finding songs to help solidify concepts. Recently, I began video-taping my demonstrations of clay techniques. This allowed me to move around to help students while allowing others to move ahead. The videos are posted on Youtube, and students have access to them at a later time. |