Embedded Files
PS7: Makes adaptations and differentiates to ensure full access to the discipline.
Evidence 1: Video of student teaching: measurements of the human face.
Description: When giving instructions to first and second graders on proportions of the head and face, I used both the white board to show how to measure on a drawing, as well as encouraged students to use their own hands to feel their heads and faces for placement. I also encouraged students to look at each other to see where eyes, ears, and noses are located on our heads.
Spatial learning video.MOVAnalysis: Howard Gardner's theory of Multiple Intelligences challenges educators to think about how to engage every one of the students that come into their classrooms. The theory states that different people learn, remember, perform, and understand in different ways. If we teach in only one way, we are most likely getting our message across to only a portion of our students. When educators teach by explaining concepts to children, then drawing a picture for them to see, then having them try it out with their own bodies, and also singing a song about that concept, a higher percentage of students will be able to grasp that concept. In this video, I am asking students to use their fingers to find where their ears are on their heads. Before this video recording, I had explained to them about the measurements of human faces, and then I drew a picture on the board. My goal was to share with every student in the class about the measurements of the human face and I did so by teaching the concept in several ways.
Resource: Gardner, Howard, (2011). Frames of Mind. Basic Books.
Teaching Strategies Autism Spectrum Webinar.pdfAnalysis: This webinar confirmed some of my beliefs about working with students on the autism spectrum (ASD), as well as gave me ideas of how to best support such students in the art room. One realization I had while attending this webinar, was that many of the strategies mentioned to help ASD students be successful in the classroom were the same for all students. Examples of these strategies are: Having visual supports, clarifying language, and organizing the art room. Visual supports stay in place to help remind students of tasks, where to find materials, reinforce routines, give directions, and therefore, can help reduce anxiety - for all students.
Another simple support mentioned was the Premak Principle. This principle can be boiled down to: First and Then. First, students are expected to complete a non-preferred activity, once complete, then they can move onto their preferred activity. Knowing what students are motivated by is essential when using this tactic. Although some students will be motivated by similar "rewards", some ASD students can have specific activities that they look forward to and will work towards in order to earn them.
Having choice in the classroom was another thing that was mentioned during the webinar as being a motivator for ASD students. Again, in my experience, this is a motivator for most students I know! It is important to clearly state what is a choice and what is not. Clean up at the end of class is not a choice, but rather an expectation. This goes for all students.
Task analysis and Shaping were also mentioned in the webinar. Task Analysis is when a task is broken down into simpler steps. This can be highly beneficial for students who may see a long-term or complicated task as daunting. Shaping is when you reinforce the expected behavior as students try at a new skill. Staying positive is key and celebrations are important when a child is able to complete a task - again, this is true for most children I know!
Finally, while many students will be able to pick up on social cues and expectations, students with ASD may need clear instructions on what to do next. It is not fair to assume that they know what to do or how to act. This webinar explained that it is important to explicitly teach your Hidden Curriculum - students may know when it is time to stop talking, but students on the Autism spectrum may need to be told explicitly that it is time to stop talking, for example.
A resource that was shared by the webinar instructor is this online resource, great for furthering one's understanding of how to successfully work with ASD students as well as for finding additional classroom resources: https://afirm.fpg.unc.edu/afirm-modules.
Evidence 2: Webinar certificate for: Teaching Strategies to Support Individuals with Autism Spectrum Disorders in the Classroom.
Description: This webinar I attended focused on three objectives to help participants: 1) to increase understanding of children with autism spectrum disorders and the effect their disability has on classroom behavior, 2) to perceive typical classroom behavior through the eyes of an individual with an autism spectrum disorder, and, 3) identify evidence based strategies that can be applied in the classroom setting to support individuals with autism spectrum disorders.
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