Writing An Artifact Essay

This case study focuses on Connor, a Year One student diagnosed with Autism Spectrum Disorder (ASD). Observations and assessment of Connor’s specific needs, current level of performance and modifications to the learning and teaching environment currently being made to cater his individual needs will be analysed. Consequently, a range of teaching strategies, assessment strategies and resources to support Connor will be discussed and Individual Learning Plan (ILP) offered. Finally, a reflection on the strategies proposed and their influence on Connor’s learning needs will be detailed.

Lesson Objective(s):Students will identify a Penny by name and value, with at least 80% mastery on the independent practice worksheet.

The No Child Left Behind and the Individuals with Disabilities Education Act entail that students with disabilities or special needs to be open to the overall education and determine the progress of the child. Three unsurpassed practice strategies for supporting young children on the autism spectrum (including Asperger's Syndrome) in an early learning environment. The first strategy is reinforcement. Reinforcement is a critical strategy of evolving and maintaining the enthusiasm of this type of student. A teacher must use objective or actions that the students would like or enjoy that can be obtainable behavior. In my field experience observed I have seen the Pre-K teacher use the computer and smartboard to interact with the class as well

Autism spectrum disorders are a set of similar disorders that each have their own challenges that educators must address. Although K-12 educators are not directly responsible for the types of interventions that individuals receive before they begin school, it is beneficial for educators to be aware of how those interventions work so they may incorporate useful elements in future teaching. Additionally, educators should have a stockpile of knowledge that they can draw from. This should include current research in the field because so much of education is research- and evidence-based. Therefore, it is the educator’s responsibility to ensure that they are aware of early intervention programs and are keeping up to date with the trends and best practices in the field.

144). Some other techniques for improving the learning experience of students with autism are structured teaching, speech and language therapy, social skills therapy, and occupational therapy. Keeping a structured and predictable schedule is imperative when instructing a child with autism. The child will also, most likely, need some specialized classes in speech as well as instruction in appropriate social interaction, as one symptom of autism is a lack of comprehension of social norms. Educators need to keep in close contact with the team responsible for the student’s educational plan and diagnostic write-up to ensure that there are no large gaps in the educational programs suggested and the ones being applied.

Children with autism spectrum disorder will be able to receive increased services in educational settings (Hatton, et al., 2006). Teachers who educate children with autism spectrum disorder may benefit from learning the general characteristics of the disorder and evidence-based instructional strategies. Children may benefit from

One thing that is important to me is video games. Video games are used with a remote and a television. Video games help me relieve stress. Video games are entertaining. So as you can see video games are important to me. Another thing that is important to me is my computer. My computer is portable with a screen and keyboard. My computer helps me communicate with others. My computer helps me with my work. So as you can see my computer is very important to me. Another thing that is important to me is my sailboat. A sailboat is a boat that uses a sail to catch wind to propel the boat forward. My sailboat provides exercise for me. My sailboat also provides transportation. So as you can see my sailboat is very important to me.

My primary artifact sample is a makeup tutorial in text/picture form. In this tutorial, the “kyshadow bronze palette” is being used by Kylie Jenner herself. Kylie Jenner made a video tutorial of this look and took little clips out and made a picture “how to” tutorial to simplify how to get this makeup look. My next artifact is a makeup video tutorial video by Kylie Jenner’s makeup artist using the same kyshadow palette. I liked this video because the makeup artist tells the viewer what specific brushes she is using, what colors she is using and exactly where she is putting them. My final artifact is another kyshadow makeup video tutorial by Roxette Arisa. I chose this video tutorial because it’s not like the other tutorials. Roxette talks about what she thinks about the palette and also does a makeup look and explains it very well.

Lesson Goal/Objective- Students will be able to demonstrate understanding of the value of money by counting coins, dollars, and using the appropriate money symbols for dollars and cents.

In the examination of an artifact, many things can be deduced from the society that used this object. For example, take the existence of a shirt—which will be referred to as an artifact for the purposes of this analysis. This particular shirt has a collar, buttons, and patches on its chest and sleeves. It is grey in color with red stitching, black accents, and red lining. With further exploration, the shirt is found to contain writing on one of the interior portions underneath the back side of the collar. It reads: “Chiliwear-100% Polyester M Made in China.” This writing, while seemingly meaningless at first, is highly enlightening on the sophistication of the shirt’s creators. A second piece of the shirt near the opening at the bottom contains a tag that reads: “MACHINE WASH COLD LIKE COLORS. DO NOT USE [SOFTENERS]. TUMBLE DRY LOW. DO NOT IRON. DO NOT BLEACH.” All of these things are inherently revealing about the civilization that produced it, but let us focus on a few of these qualities in particular: the tag, the label, the material, and the implications created.

On December 4, 2015 we observed the class for which we developed this response plan. Our main objective was to observe the setup of the classroom as well as the different instructional tools the teacher used to enhance her teaching. In addition, we wanted to see what strategies the teacher implemented to help the ELL and autistic students and see if they were similar to what had in our plan. Upon arriving, we observed that the teacher, Ms. Schmitt, had a large classroom with enough space for groups of students to work together. At the front of the classroom, was the teacher’s desk with a smart board behind it. Several other white boards filled the rest of the wall space. The board on the left was used mostly for instructional purposes while the two on the right were filled with vocabulary and important announcements such as upcoming tests dates. The extra space allowed the teacher to interact with all the students individually. Also, we noted that the teacher had placed the ELL students near the front of the room where she could easily help them or ask them to help each other. The students on the Autism spectrum where located near the back of the classroom where they had more room to work with their aids. However, none of these students were completely isolated from the teacher or rest of the class. Rather all of the students were able to easily interact with one another.

In this activity the teacher observed and documents the abilities that the children showed to make a sum. The children were able to understand and write the representation of the sum. The teacher

Students with autism can become overwhelmed very easily by even minor deviations from the routine. It is important to be sensitive to the way autistic children function so that their potential can be reached.

This article discusses whether or not special education teachers, as well as general education teachers, are prepared to teach students with autism. According to the article, autism is ranks at the sixth most commonly classified disability in the United States. There is a very wide spectrum for autism which include disorders like Asperger’s and pervasive developmental disorders not otherwise specified (PDD-NOS). 1 out of 150 American children will be born with autism (Autism Society of America, NDb).

Autism or Autism Spectrum Disorder is one of many developmental disabilities that affect students learning. In fact, in the United States, Autism is the fastest-growing severe developmental disorder (“What is Autism,” n.d.). Also, the prevalence of Autism Spectrum Disorder is 1 in 68 children and the prevalence in boys is 1 in 42 children (“What is Autism,” n.d.). Furthermore, Autism Spectrum Disorders also affects the way a child learns and over the years, several teaching strategies have been developed to help teachers to effectively educate students with Autism. Research has also been conducted to develop and test new teaching strategies for Autism and continues in playing an important role in the education of students with Autism.