5/23/2023
Topic:
Students With Disabilities
Victoria Nuss
|
In the past, I had a student who was hard-of-hearing. His reading and speech skills were affected by the disability. He would also tire easily and quickly get off task. During class time, I wore a special device that had a microphone that was paired with the student's headphones. I also obtained the student's attention before speaking (often by gently tapping on his desk). Maintaining eye contact with him while speaking to him also helped. I focused on my own speech (not talking too quickly or too slowly) and my pronunciation especially during instruction time. The student was given instructional materials in advance (whenever possible) and provided with an agenda online. |
5/23/2023
Topic:
Tools and Strategies
Victoria Nuss
|
One way that I have used technology to meet the needs of a student with autism in my classroom was through the use of Socrative to do frequent checks on student progress. It was an effective way to create exit slips before the student left my class and also a great way for me to monitor learning throughout the lesson with my pre-built quizzes and even polls. Socrative was used with the student's personal device as well as classroom devices (laptop and tablet carts). |
5/23/2023
Topic:
Assessment of Learning
Victoria Nuss
|
One alternative assessment that I have used successfully in the past with a student with an E/BD was a portfolio. The student was given pieces of work to include in the portfolio as well as given the ability to choose pieces of work to include. The student loved the idea of having something he could use outside of the classroom and "show off," so a lot of work went into the pieces included in the portfolio. It also gave a full picture of the student's progress from the start of the course to the end. |