5/29/2023
Topic:
Students With Disabilities
Alicia Gifford
|
I teach high school and I recently had an Access student who was non verbal and had autism. He would consistently put supplies in his pockets or backpack to take home. He has done this his entire life. Instead of having him do every project we worked on, I started by observing what he liked to do. He loved cutting and taping shapes that he drew together. I started showing him examples of objects he could create using those simple shapes. At the end of each class, I would ask him to empty his pockets and put the supplies away. It took a little while, but he got used to the routine and as soon as class ended, he would put everything away. |
6/1/2023
Topic:
Tools and Strategies
Alicia Gifford
|
- 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 needs of a student with a disability.
Two of the strategies that would work well in my classroom would be tiered lessons using cubes and differentiated assignments with task cards. Cubes would be great for my Access Art class. I could have short prompts on each side of the cube and they could work together to figure it out. Task cards seem like a great bellringer. Each student could grab a card on their way in on Monday and whatever task is on the card, they would have the beginning of each class to work on for the week, or even when they finish their work. It would be a great way to keep them busy. |
6/1/2023
Topic:
Assessment of Learning
Alicia Gifford
|
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
When teaching about the color wheel, for my higher level students, they answer questions about color schemes, they label the color wheel etc...
For my Access students, the color wheel is already labeled and they color it in. They answer simple questions like "blue and yellow make ____" |
6/1/2023
Topic:
Students With Disabilities
Alicia Gifford
|
I had one student in Access Art that had impulse control problems. He was causing many disruptions and conflicts with other students in class. I decided to make him my "assistant", which kept him busy and out of trouble. He would come in, pass out papers or supplies, then sit and complete work. If he finished early, he got play-doh or modeling clay to keep his hands busy. It worked great. |