4/11/2019
Topic:
Students With Disabilities
christina Rynasko
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I had a student that was a quadriplegic. Highly creative and intelligent and had limited use of hands which meant limited fine motor skills. Gross motor kills in arms were impaired mostly on left side. Discovered student could use a computer mouse with a track ball and this child was able to participate using the paint tools for certain detailed projects. Student was given adaptive equipment to use pencils, crayons and brushes. I made certain that she was given every opportunity to create works of art. I do have to modify time for this student to complete her work, depending on projects we modify as needed. She loves to keep trying and her parents have said they see her light up when she creates he art. |
4/11/2019
Topic:
Assessment of Learning
christina Rynasko
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I have a student that is severely hearing impaired and is learning to sign read lips. She has a sign language interpreter in the classroom. When her interpreter is not there I not only make sure I stand next to her and give instructions but I also write and draw out instructions for her. |
4/11/2019
Topic:
Tools and Strategies
christina Rynasko
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I use two strategies that I think would be highly effective in the art room, peer partners and task analysis/chaining. All students come into the art room with different level of ability. Peer partners. They can offer suggestions, keep other on task and critique each others artwork. Task analysis or chaining is an excellent way of breaking down steps into a digestible chunks for students |