3/16/2017
Topic:
Students with Disabilities
Valeri Borstelmann
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I have two 3rd graders in the same class who have orthopedic disabilities. One has a wheel chair, and sometimes rides in it or walks and pushes it for stability. The other has forearm crutches. Both students have a very independent spirit. The student with the forearm crutches used to need a chair with back support (I have stools), but now that she has grown up she has developed core muscles enough to use a stool. She also used to have a foot rest, but now has gotten taller and no longer needs it. The other student varies from day to day. Some days he sits in his wheel chair, and I provide a lap desk. Some days he transitions to the stool with no accommodations. |
8/29/2017
Topic:
Tools And Strategies
Valeri Borstelmann
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- I can use acronyms to help students remember steps to certain procedures, or art making processes in my art room. I can also allow student to work in groups with mixed abilities to experience and experiment with the artmaking process in Discovery Learning Centers.
- I have used iPads as a technology center in my classroom for students to learn about and experience a variety of media. One particular app, Pottery Lite, allows students to use a wheel to "throw" pottery. Students use their fingers to form the shape of the pottery. Then they can also paint glaze, and fire the pottery. This help reinforces the steps required to make real pottery for those students who need multiple means of comprehension. It also allows students with tactile issues to create virtual pottery without the fuss.
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9/15/2017
Topic:
Assessment of Learning
Valeri Borstelmann
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
In addition to completed projects, I also use sketchbooks to assess student learning in 3-5th grade. The sketchbooks are created with empty pages for personal drawings, or project reflections, but I also included pre-populated graphic organizers for the big ideas I want students to understand. Many of the organizers are partially filled in and the students must fill in the missing information to show they understand the concept being taught. Sometimes we discuss the concept as a class, or brainstorm ideas at their tables or in partner groups before we fill in the graphic organizers which gives students with special needs and ELL extra support and confidence. |