Formative Assessment and Students

¶ … Secondary Students |

Some Particular issues with Secondary Students

How have you adjusted both the types of questions you ask as well as how you ask questions to developmentally suit students with disabilities in grades 7-12?

Explaining my question and extensively describe what am I asking to assure that the student has understood what information is been asked.

Giving them Time to process my question.

Relate my question with images.

Answers of two choices.

Eye contact and sense of my role to be supportive and trusting me to express themselves.

Explaining my question and extensively describe what am I asking to assure that the student has understood what information is been asked.

Relate my question with images

e. Eye contact and sense of my role to be supportive and trusting me to express themselves.

Comments:

Making questions clearer to learning-disabled pupils through description and explanation will aid both their academic status and social development. Further, image/illustration employment will prove beneficial, particularly in case of pupils who relate better to images than text. By maintaining eye contact with children and offering them active support, children will develop trust in the teacher.

2. What are some of the ways in which you have recognized the achievements and efforts of students that are particularly appropriate for youngsters during adolescent development?

a. Reorganizing towards establishing: "The sense of developing identity"

b. Confidence in themselves, Self-Worth, Providing Positive Experiences.

c. Self - Awareness

d. Emerging Independence/ Autonomy

e. Positive behaviors are accepted can be supported by others easer (by family/teachers/friends)

Answer:

b. Confidence in themselves, Self-Worth, Providing Positive Experiences

Comments:

The adolescent age is accompanied by gradual physical, social, emotional, intellectual and personality transition from childhood to adulthood. Adolescents exhibit higher-level thinking compared to young children, and typically portray egocentric attitudes and conduct. They look to form a unique identity and achieve autonomy. This phase is highly sensitive and critical in an individual's life -- all one does and how others perceive one and behave with one triggers emotional responses. For instance, appreciating a teen's efforts and accomplishments helps them develop self-confidence and positive self-esteem, making their experiences at school positive.

3. How have you dealt with some of the difficult-to-manage feelings that typically arise in work with students with disabilities in grades 7-12?

a. A great emotional problem regarding their learning disability.

b. A student's personal performance becoming his/her great stressor.

c. Complexity of behavior and emotional stress triggering in a negative progress.

d. Emotional and behavior stress does affect their performance and lack of interest.

e. Anxiety, depression, loneliness, low self-esteem in inclusion class increasing.

Answer:

e. Anxiety, depression, loneliness, low self-esteem in inclusion class increasing.

Comments:

Classroom and overall school atmosphere reformation can help educators tackle some problematic emotions witnessed in disabled pupils. Some changes to incorporate are: Increasing teamwork and team decision-making opportunities; Employing open dialogue so that students can speak freely and improve scholastic performance; Giving vent to students' voice and helping them enhance their self-image; and organizing students in groups for class and varying group composition. Effective groups ought to exhibit diverse abilities and styles of learning in their project as well as give equal weight to creative, textual, graphic, presentation and other elements. Successful project completion necessitates group interdependency. The modes of writing and talking act as effective instruments by which learners share knowledge and other aspects in class. This decreases loneliness and anxiety among secondary school students and encourages them to confide in others regarding their experiences. Visual art is an effective channel to share thoughts and feelings without words. Students may also be grouped in small teams or pairs, where they discuss their views of educators and peers. Such classroom discussions offer a more accurate understanding of complex issues (Cohen, Cardillo & Pickeral, 2011).

4. What are some of the strengths you can build on and further develop in your work with students with disabilities in grades 7-12?

a. Monitoring my students progress through ongoing assessments

b. Does the student's progress involve both academic and social progress?

c. Resources that are adequate and can be accessible for students' academic success.

d. Developing my own Philosophy and adjusting it to my students' needs and styles.

e. Cooperating with the General Education Teacher and differentiate approachable ways.

Answer(s):

a. Monitoring my students progress through ongoing assessments

b. Does the student's progress involve both academic and social progress?

c. Resources that are adequate and can be accessible for students' academic success.

d. Developing my own Philosophy and adjusting it to my students' needs and styles.

e. Cooperating with the General Education Teacher and differentiate approachable ways.

Comments:

The foremost priority is scholastic and social development of general education pupils. Continuous child progress appraisal and monitoring proves vital to their success. Inclusion Classrooms are offered sufficient resources, and educators recognize that substantial material and human resources are needed for the success of such settings. Major stakeholders (including educators) discuss and formulate individual inclusion philosophies, which guide school practice and establish acceptance among all pupils. Every staff member is allowed to talk over the inclusion policy and philosophy adopted by the school. Special as well as general education teachers' duties and tasks are delineated; collaborative relationships among the two necessitate joint grasp of documented and occasionally revised requirements and expectations (Vaughn, Schumm & Forgan, 2016).

5. What have been some of the particular difficulties you have faced in your work with middle and secondary school students with disabilities and what steps can you take to improve in these areas?

a. A school Philosophy on Inclusion that has not developed in all levels and all staff.

b. When the curriculum and instructions do not meet the needs of all students.

c. Resources are not accessible

d. A preference to high functioning students with learning disabilities (stigma still has the power)

e. Emotional Disturb and handicapped students are not highly accepted in ICT class.

Answer(s):

a. A school Philosophy on Inclusion that has not developed in all levels and all staff.

b. When the curriculum and instructions do not meet the needs of all students.

c. Resources are not accessible

Comments:

Educational setting has been prioritized over the social and scholastic development of children. Furthermore, resources aren't taken into account before establishing Inclusion Classrooms. Extra inclusion-specific resources are overlooked and not much thought is given to requisite physical and human resources. Additionally, all levels of government do not mandate the school-based inclusion models; they are designed to fulfill individual communities' unique requirements. For efficiently meeting disabled pupils' learning requirements, the study program and instructions ought to be designed such that student needs are taken care of. To this end, educators may collaborate with the school district and school administrators. Lastly, they may partner with the administrative division for ensuring adequate requisite resources are available in disabled pupils' classrooms (Vaughn, Schumm & Forgan, 2016).

6. What work you have done with your students with disabilities that has integrated curriculum across disciplines and how have students responded to such activities?

a. Including a non-stop continuous Feedback by Using Positive Language

b. Music and Arts in forms of a substance/tool, that releases anxiety and supports to raise an increasing interest for learning.

c. Technology

d. Internet/ Games/ Creative choices

e. Matching as possible a student with a group that can relate and allow the potential to build progress (ZPD)

Answer:

e. Matching as possible a student with a group that can relate and allow the potential to build progress (ZPD)

Comments:

Curricular integration may be achieved through pulling particular children requiring further practice or assistance with any skill, irrespective of their academic level. Using flexible student groups is a good idea and must be encouraged; it represents a form of supportive instructing. Realizing the importance of flexible grouping within inclusive classes as the source for skill re-teaching and direct instruction within small supportive settings is imperative. Further, student exposure to visual arts and music offers them diverse channels to express their views, thoughts and feelings, and become more interested in learning new things (Cohen, Cardillo & Pickeral, 2011).

7. What are some ways you have learned to develop a caring, respectful way of relating to students with disabilities?

a. Make a strong trusting foundation, of respect and learning. (Building rapport)

b. Discussions, short or longer, every day through caring

c. Getting to know parental involvement.

d. Personal family/financial/ Housing/Medical issues

e. Transportation and safety feeling within school/home/neighborhood (bulling)