CEC Artifact 2.2
Learning Environments
On of the principles of being a special education teacher is collaborating with general educators and other colleagues to create inclusive and engaging environments for students with disabilities. It is my belief that all students regardless of their disability can be included meaningfully and appropriately within the general education curriculum. This artifact showcases what exactly this would look like for a student with a moderate physical disability.
In this artifact I used a case study student, Samuel, to create adaptations centered around a middle school history lesson directly connected to a general education standard. Samuel is a student with Athetoid Cerebral Palsy, characterized by slow, involuntary, convoluted, writhing movements of the body. Due to the student disability he has trouble controlling gross and fine motor skills making it very challenging to access general curriculum. The first adaption is the “page flipper”, it is a assistive device that allow Samuel to flip through the pages of his history text independently by only requiring gross motor movements instead of the more difficult fine motor movements. Secondly is the cloze notes, cloze notes are pre filled out worksheets that require the student to connect the correct vocabulary word to its definition. This in fact requiring the student to understand the words and definitions without being overly physically demanding of a student who has trouble writing or uses and AAC device. The “page flipper” and cloze notes both work as adoption in this scenario because they give Samuel the independence to access the general education curriculum and it gives him the ability to be assessed on his knowledge appropriately.
In this artifact I used a case study student, Samuel, to create adaptations centered around a middle school history lesson directly connected to a general education standard. Samuel is a student with Athetoid Cerebral Palsy, characterized by slow, involuntary, convoluted, writhing movements of the body. Due to the student disability he has trouble controlling gross and fine motor skills making it very challenging to access general curriculum. The first adaption is the “page flipper”, it is a assistive device that allow Samuel to flip through the pages of his history text independently by only requiring gross motor movements instead of the more difficult fine motor movements. Secondly is the cloze notes, cloze notes are pre filled out worksheets that require the student to connect the correct vocabulary word to its definition. This in fact requiring the student to understand the words and definitions without being overly physically demanding of a student who has trouble writing or uses and AAC device. The “page flipper” and cloze notes both work as adoption in this scenario because they give Samuel the independence to access the general education curriculum and it gives him the ability to be assessed on his knowledge appropriately.
Adaption_Project.docx |