5/21/2018
Topic:
Students with Disabilities
Alexandra Mirocha
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I currently have a first grade students who has Autism Spectrum Disorder, EBD, and is in the process of being diagnosed with ADHD. He is high functioning when he chooses to be. His behavior at the beginning of the year was erratic and I wasn’t always sure what I was going to get. Sometimes his behavior would only let him stay half of class. He would act out with screaming, self harm or violence and I would have to call the behavior team as per our school plan to keep other students safe. But as I began to learn his triggers or “tells” he would stay longer. I found that make a special place for him, he would go there to cool down if I calmly directed him there. Stamps are a big incentive in my class, if students follow my rules they get a stamp. We got him a special stamp as his behavior began to improve he would earn it. We are still working on his reaction when he does NOT earn it, but it has given him something to work towards. His behavior also began to improve when we began to work with the barred instruments. There are very specific ways we play, and I use specific grouping strategies to make sure he is successful, or at least has a chance. There are other students in his class who have some needs, I differentiate my plans to make sure that they can be successful as well. This year has been a challenge, but it has taught me a lot! |
5/21/2018
Topic:
Assessment of Learning
Alexandra Mirocha
|
I have a student in third grade with an orthopedic impairment. We in addition to using response cards, we used a larger pencil that was easier for her to hold. When it came to playing tests, I created modified mallets that made it possible to play with both hands. I used the OT teacher’s help to create these modified mallets. |