2/27/2017
Topic:
Tools And Strategies
Leslie Merry-Cochrane
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Leslie: Option 1: - Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
One strategy I would use within my Art class would be the Letter Strategy that utilizes Acronyms and or Acrostic sentences. For example, I could use a Mnemonic Acrostic Sentence when teaching students about the Elements of Design (Shape, Space, Line, Color, Value, and Texture). Using this catchy, easy to remember sentence: “Sometimes smart students leave class very tired” would help any student learn the names of the Elements of Design more quickly. Not to mention, it would likely also help them retain the information longer. Learning can be an exhausting task for any student, not just students with varying exceptionalities. So, connecting this sentence with the idea that where there is effort there will also be success is a good way to reinforce both memorizing the Elements and positively scaffolding their work ethic. All students sometimes get tired or frustrated during the learning process. But student with varying exceptionalities need to be continually reminded that their hard work and struggles lead to successes.
Another strategy that I could implement within my Art classroom would be Semantic Mapping. Semantic maps would be a great way to assist all students as well as students with varying exceptionalities to structure their thinking and find connections between concepts or terms. One way Semantic mapping would be helpful in an Art classroom would be to teach or review the Elements of Design. By organizing the Elements of design on a Semantic map and building it in a linear way, students with disabilities could be easily paired heterogeneously within a group or team to complete a map in “chunks” or manageable parts. Not to mention, student could work on one portion of the semantic map each day then later it could be combined to make a larger chart size map after several days. Using a semantic map within a heterogeneous group also lends itself to having students chose tasks that play to their strengths or interests. One person may choose to research famous artists and print out visual examples of the elements in use, while another student may enjoy drawing, painting or creating handmade examples of the elements. Either way specific “jobs” while working on a semantic map can be easily modified or adjusted for all student needs. |
2/27/2017
Topic:
Assessment of Learning
Leslie Merry-Cochrane
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Leslie -
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities
An example of an adapted formative assessment that I have successfully used with one of my intellectually and physically disabled students was during a clay tile making project. During this activity the student in question had significantly limited mobility as well as substantially limited fine motor control. Although the student did encounter some difficulties while working with clay for more than a few minutes at a time, he did enjoyed the tactile process of placing his hands into the material and scraping through it using various tools. I would definitely say that he was highly motivated to come to class everyday and would often smile and move his arms as he was wheeled through the door in his motorized wheelchair. It was evident in his change in behavior that working on the project with his parapro assistant was very satisfying to him. Much of this student’s interaction with the material was modified to be done in short time intervals. Sometimes the student would touch the clay directly while at other times he would use a hand-on-hand method whereby the student controlled the direction of the assists hand using gentle pressure. During the process of making the tile, the student was assessed on his ability to do the following: 1) cut out a 6x6 tile by tracing over a template, 2) cut an original design into the tile using clay tools and 3) buff the bone dry tile to remove the rough areas before being placed in the kiln to be fired. In all three of these areas the student was able to successfully complete each task by providing the accommodations of: extended time, use of adaptive teacher made tools and hand-on-hand assistance when muscular strength or fine motor skills were necessary. |
2/27/2017
Topic:
Students With Disabilities
Leslie Merry-Cochrane
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Leslie - Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
One of the students that I’ve worked with in the past had Autism. He was a pleasant, polite and agreeable young man that often spent time engaged in intense conversations with his peers about baseball stats and his mom. He was well liked by his classmates and many of them even seemed protective of him. On most occasions this student exhibited very immature and childlike behavior and speech. Which was a significant contrast to his peers more mature social and verbal sophistication. I have to say that I was very proud of his classmates who seemed to go out of their way to make this student feel wholly accepted. I found that this student’s presence had a positive effect on the overall learning environment. Because this student acted very childlike, he was able to bring out the caring and nurturing nature of the students around him. Although this student was always very excited and ready to learn, he had some significant difficulties understanding many of the concepts presented in class. Often times when this student would get confused or frustrated with an activity, he would revert to drawing very complicated circles and squares across his entire page. Sometimes the drawing were so obsessive that he would fill the page and then continue layering even when there was very little white paper left to see. Many times I found it almost impossible to break him away from his drawings. On many occasions he would often ignore any instructions being given when he was focused on his work. Sometimes I would have to allow him to “finish his drawing” before he would even comply to leave the room and rotate to his next class. |