4/5/2023
Topic:
Students with Disabilities
Carmen Fernandez
|
I have a second grader with a disability which impacts his speech, fine and gross motor skills, and attention. He has a 1 to 1 para full-time.
He has difficulty following directions, drawing, cutting, and expressing himself verbally. He is able to hold a writing/drawing tool and adaptive scissors.
I provide him with pencil grips and adaptive scissors. I break the instructions down into smaller chunks/steps. I model directly in front of him when he needs it. Of course, the paraprofessional also helps him as needed. I need to take more time to listen carefully to communicate with him and to make sure he understands. He is able to create the same projects as the other students, only with more support. |
4/5/2023
Topic:
Students with Disabilities
Carmen Fernandez
|
I have a student who acts similarly to yours. I like how you speak to him outside first to explain the expectations for the lesson that day. I maight try this. Thank you.
Kim Andrescik wrote:
One of the students I have in my first grade art class has an emotional/behavioral disability. He has a difficult time entering the classroom and transitioning into different activities and situations. It takes him ten minutes to get settled down and be ready to start class. He struggles with self-control and focus. This student does not stay on task and complete class projects without support and interventions. He disrupts other students who are working and often times needs one-on-one attention from the teacher. He gets angry easily when his art project doesn't work out the way he had hoped it would. I have had to make many accommodations in class for this child. Usually, I meet him in the hallway before class starts to review the rules and let him know the expectations of the assignment that day. He enjoys being told what we are going to be accomplishing that day and then I allow him to share with the other students what he heard me say the directions were. He needs close proximity with the teacher so I have him sit at the table near my work station. Often times, I praise the students who are working at his table to encourage him to stay focused. When he starts to get distracted or loses interest in finishing his project I will praise him for his work and point out what I like about his effort. He gets to earn a ticket for my prize jar at the end of class if he finishes his work and cleans up his area.
edited by Kim Andrescik on 4/27/2016 |
4/7/2023
Topic:
Tools And Strategies
Carmen Fernandez
|
I could implement the peer support strategy by pairing up my students who have difficulty with sustaining attention and with fine motor skills with a student who can remind them of their next steps in a project and can model the fine motor skills needed. Of course, I would also assist 1 on 1 as needed. I could also use the cubing to provide tiered lessons.
Students at lower levels of readiness may use cubes with concrete prompts while students at higher levels of readiness may use cubes with abstract prompts. I liked the idea from author Rick Wormeli suggesting incorporating Bloom’s Taxonomy to differentiate cube sides:
- Knowledge—Students recall and cite content.
- Comprehension—Students demonstrate their understanding of the content.
- Application—Students use their knowledge and skills in a different way or situation.
- Analysis—Students break down topics into pieces and analyze them.
- Synthesis—Students consider aspects that seem to contradict each other and form something new.
- Evaluation—Students use their previous learning to judge the value or success of something. Students follow a specific criteria.
I think I’d like to use this when asking students questions at a variety of levels when they’re engaging in art criticism. For example, students with a disability can respond to the best of their abilities at various levels of Bloom’s Taxonomy. Also, they can work together with their peer to answer the more abstract questions, if they need the help. |
4/8/2023
Topic:
Assessment of Learning
Carmen Fernandez
|
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. Share your response in the threaded discussion.
I have several students with intellectual disabilities and when using "Exit Cards" as an informal assessment at the end of a class students who have difficulty responding to the prompt (explaining their learning through writing) are able to draw a picture to respond to the prompt or may choose explain their response by simply telling me verbally if that's easier. |