3/29/2023
Topic:
Students with Disabilities
GloC
|
I have two 4th graders who are friends who both have Attention Deficit problems and whose parents do not medicate regularly. They start any kind of talking or disruptive behavior you can imagine. For a couple of classes, their unable-to-be-checked behavior gave others in the class permission to give in to their non-ideal student impulses. Consistently, every class, they create delays at best and total class breakdown at worst. I already scaffold, and tier the required skills. I chunk sometimes. I do most every class with an explanation and images, but try to keep both interesting and understandable.
I've tried a number of things with these two, but very recently have begun to suspect that the largest part of their tendencies overlap when I need to begin class by showing something related to what we will do. Once we start with materials, they don't disrupt as much, but they don't know what we're doing, either, so I have to re-explain instructions to them once they feel ready to participate.
Non-chronologically, I had some success with a positive reward system, and then I didn't. I had some success with wait a moment before entering, and then I didn't. I had some success with redirect, then I didn't. I had some success with let's call mom so she can help you calm, then I didn't. This past class was me pushing in on a cart due to testing scrunch schedule. Two other adults were in the room. We have a vacancy we can't fill with this grade level, and one of our support facilitators and one of our curriculum coaches help as does a long-term sub. The two aforementioned stayed in the room. Also, I did not explain an element or principle, but jumped right in with let's do a drawing type, perspective, showed three quick options, and took a class vote then we began. I noticed that both students followed the steps pretty well compared to others, and both were attentive without disrupting.
I attribute it more to the presence of the two other adults and that I was in the space they occupy daily rather than their vacation into my room twice a month, but I have been thinking that not having much in the way of explaining ahead of drawing might have helped. I don't know. They disrupt as they sit down in my room, so we can't even get started. I'm basically at a loss with this type of disability. Others, I can find ways to accommodate, but when ADD or ADHD manifests as intentional, constant disruption starting the moment the thresh hold is crossed, I'm at a loss. But I'll keep trying. I'll try figuring out a way to break things down into even simpler chunks so they can start having their hands on materials quicker. I teach a lot of autistic self-contained classes at this school as well, so have plenty of experience simplifying and chunking, but even the autistic 4th graders, who are majority on general ed standards and will take the general ed 5th grade art test, even they can follow my lessons to success. These two and others I've taught like them, help....
edited by GloC on 3/29/2023 |
3/30/2023
Topic:
Tools And Strategies
GloC
|
--Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.--
1) Both of the recommendations for Tiered Lessons would work. I can imagine them being used based on color such that students were assigned a color of activity to complete, making sure that my students with disabilities get the appropriate activity to match their readiness.
2) In trying to minimize disruptions with my ADHD students, I can imagine using guided notes done in a graphic way to be able to deliver the foundation information and directions before the making part of art. |
4/4/2023
Topic:
Assessment of Learning
GloC
|
Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability.
I taught EBD upper grades. When assessing color theory knowledge with worksheet type assessment, I allowed one EBD student to demonstrate understanding through color mixing and painting responses. |