7/7/2018
Topic:
Students With Disabilities
Kathleen Rich
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Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
I teach ESE Art to students with a varying degree of disabilities. They range from Autism to hearing and visual disabilities to learning disabilities. The student that I am answering this prompt to was Autistic. As I taught the seven elements of Art I became aware that this student responded to PowerPoint presentations and the use of regalia in class. To visually see what was being spoken about as opposed to just an oral lecture seemed to help this student connect and learn. Also when assessing this student after teaching for the day I would place several objects and vocabulary word flashcards (that we have learned) on the table. I would ask questions and this would give the student the opportunity to choose what he thought the correct answer was. Of course positive feedback was immediately given and any clarifications were made.
edited by Kathleen Rich on 7/7/2018 |
7/8/2018
Topic:
Assessment of Learning
Kathleen Rich
|
1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the art classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I teach ESE Art to 9-12 graders and their disabilities vary from learning disability to CP, to downs to autism. An assessment that I have found to be successful and I see immediately if a student is faltering is: I have envelopes that I have made. On the outside is either a visual, a definition or one word. Inside the laminated envelope are laminated cards that have a definition, visual or just a word. The student is asked to choose the correct answer(s) from inside the envelope to describe what is being asked on the outside of the envelope. Sometimes there is only one correct answer and sometimes I mix things up and throw in two correct answers. I have found that this is a great way to assess who is on track and who needs more instruction. After a student has correctly shown the correct answer they put all the answer cards back into the envelope, positive feedback is given and then I give them a new envelope to answer and the one they just finished I pass onto another student. If a student answers incorrectly I ask them to try again and if necessary I give prompts to help them make the choice without telling them the correct answer. When they finally answer correctly a high five is given and they move on to another new envelope to solve. Another form of assessing that I like to do is: I have a stool that has been labeled on the top "The Hot Seat" This is not a form of punishment but a place where the students can sit and be the teacher for a moment. When they choose to take on this role they have to ask the class a question about something that we have learned. We could be reviewing what has been taught that day or subjects in Art that we learned in the past. I am constantly reviewing information taught throughout the year. I find this a good way of assessing because 1) I can see that the student has a questions in mind and knows the answer as well, and 2nd) I can see which students know the answers, This is a quick moving process as the kids love coming to the Hot Seat. I like both of these forms of assessing as they are visual and auditory and some students with disabilities perform better this way then say a paper and pencil form of assessing. |