4/6/2023
Topic:
Students with Disabilities
Angela Johnson
|
Great job recognizing his hesitancy to respond in a whole group situation and adapting and asking him questions in a one on one environment instead. I love that you have been able to see his progress through the years and can recognize some of his strengths with observational skills and details.
Maria Romero wrote:
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. |
4/6/2023
Topic:
Students with Disabilities
Angela Johnson
|
I currently have a student with ASD and he has some aversion to certain sounds that certain materials make on paper while drawing. Particularly markers on paper. When we use markers he is allowed to use other materials like crayons or colored pencils and he also has a set of headphones he brings with him that he can put on when other students might be using these materials so he doesn't hear it. We have adapted so that he can still create are with materials that he is more comfortable using. |
4/20/2023
Topic:
Tools And Strategies
Angela Johnson
|
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.
One strategy I would like to utilize more in my classroom is graphic organizers in order to better explain the processes and procedures to complete a project. I feel that this more visual representation will help my students who may have a harder time remembering verbal instructions.
Another strategy I would like to utilize more in my classroom is peer partners. I already use this strategy some in my classroom already but I definitely see how I could utilize this strategy more to assist students who may work at a bit of a slower pace or may have a hard time remembering my verbal instructions. I can also see where this would be beneficial for all students in the classroom as all students can use some extra assistance at times even my students who don't normally struggle. |
4/20/2023
Topic:
Assessment of Learning
Angela Johnson
|
1. 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.
For my students who have ADHD I definitely use preferential seating, I have one student who prefers to sit near the back so that he can stand up and move a little without being a disruption during assessments and projects. But I also use exit tickets so that they can very quickly show me their understanding. We also use student sketchbook art journals so that the students can demonstrate their own interpretations of what we are learning in class. We do units in my class on specific artists and art styles and the students record information in their sketchbooks and also create their own pieces inspired by the artists we are currently learning about. This works very well for my ODD students who need a little more freedom with their art and learning. |