9/14/2020
Topic:
Students with Disabilities
Emily Blevins
|
One of my students that I have had for several years now, was clinically blind but could see large print and could identify larger shapes. Student wore classes that helped with seeing to identify basic shapes of objects. Accommodations were made for the student to sit at the front of the class at the teacher's desk - which was closest to the board. The student was able to see the overhead screen to view visuals and examples with a much larger view. The student always enjoyed creating art and was excited with his creations. I would always allow one other student to join him at the front desk so he had friends to collaborate with during projects. |
9/14/2020
Topic:
Tools And Strategies
Emily Blevins
|
Differentiating assignments is something used very frequently within my art lessons. At the elementary level, all ESE levels are mainstreamed with non disabled peer classrooms (regular edu) at every grade level. All the art assignments for the ESE students are differentiated if needed. Most times, lowering the number of steps required for students and altering the complexity of the assignment works really well with most of the standard based ESE kids. Allowing extended time also gives the students great opportunities for success in completing the work of art. |
9/14/2020
Topic:
Assessment of Learning
Emily Blevins
|
Within my high school art classroom, several of my emotionally and behaviorally disabled students needed adapted assessment opportunities to successfully show their understanding of the content learned. On written assessments for mid-term and final exams, students that needed to use oral and/or visual assessments were allowed to demonstrate and communicate their understanding of the elements and principles of design. |