4/5/2023
Topic:
Students with Disabilities
Maria Romero
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I had a student eligible for the following ESE programs: Speech Impaired and Language Impaired. His IEP goals and benchmarks stayed that “in the therapy setting, he will formulate sentences with proper grammar with 80% of accuracy. His disability affected the level of participation in class discussions and art critiques. When I will ask questions about a new concept and how to be implemented in the artwork, he would stay in silence. He did not want to speak in front of the rest of the class. I tried to have one to one conversations to give him the chance of expressing his views, feelings, and ideas about the artwork. He always enjoyed the art class and throughout the years I witnessed his evolution and progress. He developed great observational skills and showed love for the details. |
4/12/2023
Topic:
Tools And Strategies
Maria Romero
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- Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have had a student with a visual impairment. Every time I introduce a lesson, I show a power point presentation in the Smart Board for the whole class, I would keep him in the first roll close to it. One topic required to draw by observation, birds of Florida. The students had to capture as many details as possible of the animals’ features. Usually, I display a couple of pictures on the Smart Board and the students choose one. Since the student could not see well, I uploaded the power point presentation on the platform Schoology. The visually impaired student used a laptop to access a picture of a bird of his choice. By using the device, he was able to focus on specific areas of the picture that, otherwise, could not see clearly; he enlarged them and see the details. |
4/16/2023
Topic:
Assessment of Learning
Maria Romero
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I had a 3rd. grader new to the school who had a language impairment. He struggled to find words to explain himself, and he repeated the last syllable of a word. Also, English was not his first language; at home he spoke Spanish. As support for listening, I repeated the information by paraphrasing and summarizing. This helped him to remembering information and words he would be able to use when participating in class discussions and art critiques. Which are some of the informal assessments that I use in my classes.
In his case, I implemented the following supports for oral expression: increasing the wait time and visual images. For the first, the students or myself could not interrupt him when he was speaking, we waited patiently and do not intervene. For the last, I let him use pictures to get his message across. At the beginning of the school year, I noticed right away how much he enjoyed art and I gave him a sketch book to draw on his free time and at home, but he also used it to explain his artwork. This helped me to assess his work in progress and his portfolio. |