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Saturday, September 29, 2012

Happy Fall Sale


I'm having a fall sale.  Don't miss out.  20% off all my products today and tomorrow.  Click on the picture to go to my TpT store.

Thursday, September 27, 2012

Dog's Colourful Day - Day 5

As we have read "Dog's Colourful Day" by Emma Dodd, the children have become more familiar with the book and are beginning to say the words with me as I read. 
 
 
 
As I read the story today, the children had to find the right colour spot, place it on the dog and find the correct number and place it in the box.
 
Some children had the spots in the correct order already.
 

And some of the children's sheets had the spots mixed up.
 



My blind student concentrated on putting the spots on Dog and then counting the spots on his body.

 
In order to find the correct number, some of the children had to start at one and count up. 


When dog was finished, he was very colourful. 


Tuesday, September 25, 2012

Dog's Colourful Day - Day 4

We will be doing Dog's Colourful Day by Emma Dodd for a few more days.
 
 
The children are getting good a stating what an author and an illustrator does.  Today we worked on making sentences and number recognition.  Each child got a communication board.
 
 

There is Velcro on the top box and on each of the words and numbers.


As I read the story, the children had to find the correct number and place it in the sentence.



We then used our REDCAT audio system microphone to read the sentence out loud.

 
We also moved the sentence up to the blank area in order for the children to understand that each card represented a word.

 
We used our finger to point to each word as we said it.


Saturday, September 22, 2012

Dog's Colourful Day - Day 3

We are continuing with "Dog's Colourful Day" by Emma Dodd.
 
 
 Each child had a bowl with 10 different coloured beads.

 
 And a piece of plastic lacing.


As I read the story, the children picked the correct colour bead and placed it on the lacing.  This was a great fine motor activity and was excellent for colour identification.




We ended up with a beautiful necklace.


Friday, September 21, 2012

I like colours

Today we talked about what colour we liked.

We read "Dog's Colourful Day" again by Emma Dodd.

Then I had the children use this communication board that I made to tell me what colour they liked.  We worked on left to right and making a correct sentence.  They then had to read their sentence to me while they pointed to each word.




 
The children then had to draw me a picture using their favourite colour.



Thursday, September 20, 2012

Dog's Colorful Day

This week we have been working on "Dog's Colourful Day" by Emma Dodd.
 
 
It's a really cute story about a dog that runs into things throughout his day and gets a spot of each colour added to his body.


 
 While I read the story, I had the children colour in a spot to match what we read in the story.


 
 At the end of the story, it recaps what dog ran into.  I had the children point to each colour in order.


 
 

 

Monday, September 17, 2012

Tactile Tales

This year I have a student that is blind.  I was able to order some braille books for the classroom through a program called Tactile Tales.  They work like a library.  Here is a sample of one of the books.









If you have a student with a visual impairment, check out your local CNIB to see what free services they offer in your area.

Sunday, September 16, 2012

A Special Education Pinterest List


Find Pinteresting People to follow.



Honest. This is easy to do.


  • Go to Pinterest.
  • Go to the 'wall' that houses your Pinterest pin-boards collections.
  • Look up-top in the bar with your pinterest identity.
  • Copy that Pin-URL.
  • Go down to the bottom of the link-up below.
  • At the bottom of the list, click on the blue words that say: "Click here to enter".
  • Designate your Pinterest collection with a descriptive title.
  • Then paste your Pinterest URL in the URL line.


VOILA!
No blog addresses. Just Pinterest accounts, please.


Saturday, September 15, 2012

Printing

Kara from Spedventures asked this great question:

"Do you assess printing with your kids with severe physical impairments? Most of my kids' printing looks like your example, more due to physical impairments rather than cognitive level. Just curious on your perspective on printing - how essential is it? I have my kiddos with severe physical limitations use letter stamps, typing or dictation rather than printing so they can show understanding rather than get frustrated by their motor impairments...but now am wondering if I should emphasize printing, too...Would love to hear your thoughts on this :)"

so I thought I would answer it here.

I usually do an initial assessment of my students as long as they can physically hold a pencil.  If their physical impairment is such that even with therapy there is no or very slow improvement then I would switch to teaching them another method to print.  This as well, depends on the age of the student and the amount of printing they are expected to do.  My students are very young (3 and 4 years old).  I think their lack of printing is due to their age and lack of exposure.  Now, if that writing sample came from an 8 year old I would switch to another method for work such as using the computer or letter stamps etc.  If I think the student could make gains in printing, I would still do some work on it, but not expect them to use that when completing work.  I too am more concerned about whether or not they show understanding, rather than whether or not they have the ability to "print" the answer. 

I hope this answers your question.

And in the meantime we will some fine motor activities like:

colouring



manipulating small objects
 playing with play dough


 
 and playing with the outdoor playground equipment.




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