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Kristy Foster Posts: 3
5/26/2017
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The two strategies I use in my classroom to help students that I currently teach with disabilities are peer partners and guided notes. Peer partners benefits all students. The peer partner can enforce what has been taught and/or clarify directions as I circulate around the room. Teaching a skill increases the peers learning and the social interaction is great for everyone. Guided notes are a great way of helping students focus on the material. They also help them keep track of what they need to know of what they are missing. Peer partners are also helpful in completing guided notes so their partner doesn't worry if they miss something. They know their peer partner can help if i am not readily available.
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Jan Miller Posts: 7
6/1/2017
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The following proposal on tiered lessons is based on the presumption that talent in art, like IQ, is more a function of time than it is of “smartness” or “inborn talent”.
In the past I’ve sometimes had difficulty teaching experienced, advanced, gifted, or AP students in the same class with general ed students. Ironically I haven’t had difficulty teaching the same subject on K-12 levels in private schools. All I have to do is provide a framework for achievement on several levels and help each student select the appropriate level for themselves. I also have to bear in mind that these levels won’t necessarily be static. For example, I recently taught a unit on drawing cars in 3-D by the “packing box” method. Students who did very well on face or figure drawing but weren’t especially interested in cars or who were convinced they couldn’t do as well (perhaps by gender stereotyping) didn’t do as well. They would be better served by doing a 2-D car design project or creating a music video on the silhouettes of cars throughout the ages. High functioning students with Asperger’s who have a special interest in cars or experience with visual arts media could join the gifted artists and visually-impaired students who may in turn springboard onto creating and smoke-trailing a clay model of a car to check for aerodynamics or developing designs for electric cars. Students interested in ethnic arts could create models of or a Power Point presentation on the functional toy cars the Ndebele and Zulu tribes of South Africa create from recycled cans. I think it’s interesting that in the above example not all students in a given task are necessarily operating on the same tier (I, II, III or IV) but the more important consideration is that we are tailoring the curriculum to the needs of each student with authentic, appropriately challenging assignments.
A second strategy I would like to try would be cubing combined with task cards and scaffolding but, instead of combining this with Bloom’s Taxonomy, I’d like to use it with Edward de Bono’s Six Thinking Hats theory. I would do this in an ongoing art appreciation unit. After introducing Six Thinking Hats (including mnemonics to remember which hat is which) I would use a large colored cube to model a critique of a famous work of art projected onto the Promethean Board. (White hat for information, green hat for creativity, yellow hat for positive aspects, red hat for emotional reaction, blue hat for summary, black hat for final judgement.)
As a class we would do a series of critiques, working from team to individual performance, scaffolding as appropriate by providing teacher prompts and peer assistance, awarding points for every successful use of art-specific vocabulary or principle of critiquing. As students “try on” a hat they receive a keeper card or notebook sheet reminding them how that hat works. As they prove mastery of a hat they get a colored square which they can glue onto their personal cube which is displayed on their desk, showing their “rank” in Hat Theory. As a bonus, I would extend this lesson by having students identify other curricular areas where they could apply Six Thinking Hats. For example, upper grades could identify that the speeches of Adolf Hitler were overwhelmingly red hat. I can see this idea working especially well with any student who needs confidence to perform (especially DD, IND, SLD, LI, SI) or who needs to engage multiple pathways to understand and remember (especially IND and SLD).
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Jan Miller Posts: 7
6/1/2017
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You may be able to use Friendly Plastic, polymer clay or Rigid Wrap to customize the grips of your drawing and painting tools. I have successfully used a wire jig available from NICHCY which holds a pencil and allows the writer’s hand to glide across the page in calligraphy class, especially with students who have a non-traditional grip.
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Jan Miller Posts: 7
6/1/2017
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janet tucker wrote:
I have a student in my class that has an Orthopedic disability. Strategies that I employ to assist him is seating in close proximity to materials, the sink and the front of the room where I can assist him. There are several students in the class that have demonstrated helpful behaviors and I have seated with them. The peers help the student with accessing materials, bringing visual samples to the student's table for him to view and assist with clean up and storage of his projects. He is able to use most materials in the art room, but providing him with larger scissors and wider diameter drawing utensils has helped him to achieve success in his work.
You may be able to use Friendly Plastic, polymer clay or Rigid Wrap to customize the grips of your drawing and painting tools. I have successfully used a wire jig available from NICHCY which holds a pencil and allows the writer’s hand to glide across the page in calligraphy class, especially with students who have a non-traditional grip.
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Jan Miller Posts: 7
6/1/2017
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I taught myself to write Grade One Braille in order to write summer letters and emergency messages to my blind roommate in college, I still have my slate and stylus and can write short messages or instructions to my visually impaired students.
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Christopher Roll Posts: 3
6/21/2017
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Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
One way that I have used technology to meet the needs of a student with a disability in my classroom includes using a document camera, laptop, and digital projector screen to provide large scale, real time, guided practice painting demonstration to a large class that included a students with disabilities. One particular student struggled with being able to effectly see and hear my live demonstrations when I used to performed them at a table, without the aid of technology, and with the large class of students All gathered tightly around my seated location at the end of a long table.
Conversely, with the aid of the document camera, my student is able to watch in real time from the comfort of their own desk, a large, zoomed in image of my painting demonstration from the digital screen. I placed the students seat close to the large screen to ensure a clear view of the demonstration, and since all students were seated comfortably, thanks to this technology, it was easy for me to pause the demonstration to circle the room to check for understanding and provide support where needed.
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Katie Jopling Posts: 2
6/26/2017
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In a previous Art teaching job at a school designed for only intellectually disabled students I used many of the methods introduced including multiple ways of introducing lessons and concepts. Students were given visual examples via the smart board, handouts and teacher demonstrations. Students used sketchbooks to practice techniques or explore their designs and ideas. Students also used movable objects such as pipe cleaners, noodles, buttons etc. placed on felt boards to compose a picture before starting a drawing or painting on paper. At my current position I implement these techniques as well as learning centers and peer partners. This helps students in inclusion classrooms to communicate with those around them and benefit from the shared information and ideas.
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Renee Reyes Posts: 3
7/21/2017
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One way I have used technology to meet the needs students with disabilities is by allowing students to use the computer to create a design of their potential project. Some students have started in the paint program, but with peer partners have been able to advance to photoshop to create their designs. This software has allowed students with disabilities greater success by using the computer for drawing instead of traditional drawing media and tools.
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Brian Hubbard Posts: 6
7/29/2017
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Option 2: In my classroom I utilize an audio enhancement microphone for my students who are hard of hearing. It benefits not only them but other students in the room who may have a difficult time hearing from the back of the room. To further assist my special need students I use a document camera and project on screen explicit modeled demonstration for our various projects.
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Brian Hubbard Posts: 6
7/29/2017
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Jan Miller wrote:
I taught myself to write Grade One Braille in order to write summer letters and emergency messages to my blind roommate in college, I still have my slate and stylus and can write short messages or instructions to my visually impaired students.
That is really great that you could share a skill you acquired in college to communicate with a friend that you can use with your students with disabilities.
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Angela Jones Posts: 3
10/15/2017
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I use peer partners and guided notes in my classroom. I have some students who have autism, and have a harder time staying on task with directions and by pairing them in partners they are able to ask the teacher for help as well as their partner to help guide and keep one another on task. Other students have visual impairments that don't allow for quick note taking. I provide guided notes to have the student follow along with the discussion and helps them to focus more on the content discussed than rushing to write the information down.
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karina w Posts: 3
10/24/2017
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three strategies i could use are peer teaching/tutors, graphic organizers, and task cards. students can sometimes be more receptive to peers helping them. graphic organizers can help students visually compare and analyze masterworks. task cards may provide more variety of differentiaion
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Carina Rachow Posts: 3
10/26/2017
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1. Discovery Learning in the art room is a key component to TAB (Teaching for Artistic Behavior). In the art studio, students have the flexibility to develop comfort and mastery in an area of their choosing. This allows learning to be differentiated to meet the needs of all student learners. Using graphic organizers to enhance visuals and learning in the classroom can tie into TAB so students have the ability to discover but also have the freedom to explore with art mediums and processes.
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Kristin Brodt Grandy Posts: 3
11/6/2017
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In my ceramics class for high school students I find demonstration videos on line that I show and discuss during the video to further clarify what the expectation is for the day. I also use a camera and projector screen to demonstrate the learning goals for the day. The students with ADHD and ADD seem to be drawn into the screen in large format and it makes them able to see clearly what they need to do. I also welcome any students that would like a closer look to come stand at my desk while I demonstrate. This generally helps all students to see the video then see my personal demonstration.
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Jeffrey Huebner Posts: 3
12/17/2017
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I have created a series of You Tube videos for each of my lessons. As a pottery teacher the many steps involved and the set up of each step can get lengthy and cause many students to loose attention and engagement. Creating the videos allows me to skip or speed up the set up and lengthy processes. Doing this has allowed me to turn a 30 minute demonstration into a 5 minute demonstration. I then play the demonstration on loop while students are working so they can refer back to it. In addition the You tube format allows me to create close up camera angles that students would not be able to see in real life. Also students can watch them ahead of time and after the fact if they miss a class. I have found this to be increadibly helpful for many students especially those with limited attention spans. https://youtu.be/N9Tl8fLtN3A
edited by Jeffrey Huebner on 12/17/2017
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Brooks Tracey Posts: 5
1/4/2018
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Self-evaluation and Reflection are great strategies to implement into an art room, especially when talking about one’s own artwork. Through the use of careful questioning, students could use self-evaluation at the beginning, middle, and end of a project in order to obtain a more successful work of art. Constant reevaluation is key when creating a piece of original art. Reflection strategy could help students with disabilities to learn from their efforts before moving onto their next project.
Using Graphic Organizers, specifically, Venn Diagrams could be instrumental in the art room. This visual depiction of facts and relationships would work well when learning new art movements. Students could compare newly acquired knowledge of an artistic period to one that they had previously learned about. This will allow them to not only discover the differences between the two, but also to see the similarities and to see how they grew from one another. A Venn Diagram can give students with disabilities a visual depiction of the similarities and differences between things.
edited by Brooks Tracey on 1/4/2018
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Chris Oxford Posts: 6
1/23/2018
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I have used technology in a variety of ways to assist students with disabilities in my classroom. As a Video Production/Broadcast Journalism teacher, I have had a student in the past with CP, where she could not write notes on paper or write assignments down on worksheets, so I have allowed her to use Microsoft Word (with additional font and size enhancement), TextEdit and other programs where she can do her documentation, notes and self-reflections that I assign to the other students. Other tools include (with using the GMetrix software for Adobe training) step-by-step Computer work station style training and practice, pre-recorded videos for organization of space, and more.
I have used Graphic Organizers in the past (specifically Venn and, to some extent, CISM), and plan on using them more in the future; the Cube method seems like it may be helpful.
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Richard Jansen Posts: 6
1/23/2018
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I teach motion picture production so technology is used almost daily in my classroom! Despite all of the tools at our disposal I think the tripod becomes one of the most useful at times! I have had several students that could be described as "unsteady on their feet" and a tripod has truly helped them record the desired shot. I have also found that the tripod typically helps keep the camera (and the student) focused on the desired subject. Sometimes students with hearing challenges will find that noise cancelling headphones are extremely helpful in monitoring the sound as well...
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Chris Oxford Posts: 6
1/23/2018
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I think this is a great idea, and it helps the students tremendously with step by step visual guidance that they can immediately reference (if you unable to be "right there") and with those use of closeups, the students have a great visual aid. I may incorporate something like this.
Jeffrey Huebner wrote:
I have created a series of You Tube videos for each of my lessons. As a pottery teacher the many steps involved and the set up of each step can get lengthy and cause many students to loose attention and engagement. Creating the videos allows me to skip or speed up the set up and lengthy processes. Doing this has allowed me to turn a 30 minute demonstration into a 5 minute demonstration. I then play the demonstration on loop while students are working so they can refer back to it. In addition the You tube format allows me to create close up camera angles that students would not be able to see in real life. Also students can watch them ahead of time and after the fact if they miss a class. I have found this to be increadibly helpful for many students especially those with limited attention spans. https://youtu.be/N9Tl8fLtN3A
edited by Jeffrey Huebner on 12/17/2017
edited by Chris Oxford on 1/23/2018
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Richard Jansen Posts: 6
1/23/2018
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Brooks Tracey wrote:
Self-evaluation and Reflection are great strategies to implement into an art room, especially when talking about one’s own artwork. Through the use of careful questioning, students could use self-evaluation at the beginning, middle, and end of a project in order to obtain a more successful work of art. Constant reevaluation is key when creating a piece of original art. Reflection strategy could help students with disabilities to learn from their efforts before moving onto their next project.
edited by Brooks Tracey on 1/4/2018
We often use self-evaluation and reflection upon completing our short film projects. The students ask themselves questions like, 'how could i shoot my video more efficiently next time?' or 'what parts of pre-production seem to be the most helpful to me?'
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