6/9/2020
Topic:
Students with Disabilities
Susan LaMont
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I had a young boy in Kindergarten who was Developmentally Delayed and had problems holding any drawing material between his fingers. I initially tried the thick pencil and thick crayon but that didn't seem to help. I spoke to his Occupational Therapist who came to the school once a week and she suggested creating an anchor on his pencil so his finger wouldn't slide up and down. After playing around with some found objects I tried hot gluing some legos to his pencil and voila it worked! I glued the exact same thickness of the legos to all of his drawing/ painting materials and he was able to find success in the lessons. |
6/9/2020
Topic:
Assessment of Learning
Susan LaMont
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A student in 4th grade had TBI (Traumatic Brain Injury) and was a few years behind in age. He understood concepts and lessons but everything had to be slowed down. An example of adapted assessment that was successful with him were lessons with 1 step directions, or Curriculum Accomodation. The student could not retain many steps at a time so by making it simple using one step at a time, he could follow along and it gave him enough support so he could participate successfully. With each step I (or a peer sometime) would model what was to be done using visuals, vocabulary and then demonstrations. When step 1 was completed, often giving him more time, then on to step 2. I felt it was important for this artist to know he could complete a few steps at a time in hopes to decrease any anxiety. By adapting to this assessment method, he could see what he had completed and figure out for himself if he could move on or continue working, this gave him artistic control and confidence. |
6/9/2020
Topic:
Tools And Strategies
Susan LaMont
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Option 2. I used Microsoft paint/ and the program called Tux Paint with a student with a physical disability to help provide him with the most meaningful painting experience possible. This student had very little use of his hands and arms so in the past he became very frustrated when we adapted painting tools to accommodate his need. He loved the computer and with help, he could control a joy stick. This program allowed him a variety of tools including "stamps" that included cool images like rainbows, bricks, Picasso effects and more. Although he did not interact with the same art materials as the other students, the independence this allowed him have him the confidence he did not have using a modified paint brush. He felt in complete control of the project's outcome. I always kept the objective the same as his peers so once his work was completed and printed it hung alongside the others on display in the hall. |