7/3/2016
Topic:
Students with Disabilities
Maria Tomacari
|
Last year my small group of ASD students ran the spectrum in these disorders. One student I would use as an exemplary example for his meticulous artwork and the other male student would want to do nothing but babble incoherently to his new friends. All were accepted and cared for by the regular class. The 2 girls stayed with the aide because the were not able to negotiate the procedures or materials without direct assistance. They could, however create interesting artwork with additional belp and support. Next year the plan is to move them with their agemates. We all feel that this would be a mistake because of the relationships that have developed with younger classmates. We can`t comprehend how they could be moved with older students who don't understand them or don`t have the level of concern for them. We shall see. |
8/18/2016
Topic:
Tools And Strategies
Maria Tomacari
|
2 strategies that I could use would be learning stations that would allow my students with disabilities to take a break from the struggles of the regular classroom procedures and explore other materials and mediums, They could work at their own pace and create and express themselves. The other resource I love to use are IPads and pcs in the artroom. Their are so many apps, programs and creative ways to utilize the technologies. |
8/20/2016
Topic:
Assessment of Learning
Maria Tomacari
|
For my 2 ASD students and other LD students, I frequently allow for extra time to complete projects, I will remove a certain aspect of the assignment in order for them to be successful. For example, if a student needs to indicate through their artwork future goals and a "mission" for a Mission Patch project, We will talk about shorter term goals that they can focus on like reading a book/ completing morning work vs. Reading a chapter book or series. I would not expect them to accomplish shading on their artwork and allow simpler symbolism to communicate their thoughts. |