1/2/2018
Topic:
Students with Disabilities
Emily Kline
|
I have a student who has no current diagnosis of a disorder however, he has two siblings that do so, I believe that his behavior is a combination of learned behavior along with a need for evaluation for accurate diagnosis. This student is in Kindergarten and is completely non-verbal in my classroom. He has a very hard time with directions, in that he never seems to do as instructed in his art work (use of colors, direction of paper, use of shapes, etc). He never seems focused and his attention seems to wander around the room. He doesn't seem to have any type of negative behavior that affects the class as a whole, but when there are transitions in the classroom I have noticed that he is unaware of what is going on during that time. I have found having him sit with a high performing classmate to be somewhat beneficial. This classmate helps him and is able to alert me when further clarification is needed or I need to address a problem. I have also insured that this student receives his own supplies as he has a history of mixing paints and breaking erasers that are to be used for the table. |
1/5/2018
Topic:
Assessment of Learning
Emily Kline
|
In my school I see a wide variety of students with learning disabilities at all levels and of all types. The more severe students come to me every 10 days with a paraprofessional. This long span of time causes retention problems within itself, so I have teamed up with the other art teacher that also sees these same students. We have the students recall what they have been doing in each of our classes when the arrive. Just to get them acclimated back into the art room. For assessments, we or the paraprofessionals will help to write exit tickets using key words. When the student come back to our classes, we show them their art work and ask if they can remember their key words that they chose for that specific art project. I feel that this allows the student to recall their art how the student sees their art. Correct vocabulary is encouraged. Students are also informed of what the lesson will be prior to showing up so adaptive tools can be brought with them as needed. |
1/5/2018
Topic:
Tools And Strategies
Emily Kline
|
I found that using the document camera and my laptop to be very helpful for the wide variety of students with disabilities that I see. Visually impaired students can see items, art, words, etc at a larger scale. When instructing students, I use my laptop to show images of examples. So many students with disabilities seem to rush through their art work, I feel that taking the extra time to show different uses of colors and many examples of neatly created artwork helps to inspire them to try to focus a little bit more. Since I have 45 minute classes, I feel that talking a lot about the art work beforehand allows them to make the art with more ease, so their attention (and some have very little or none at all) isn't just focused on one thing for the entire span of time. I also occasionally play music and sometimes we will create art with the lights out (dimly lit room). Both of these, whereas not really considered technology probably, do help the students to stay calm and hopefully get their creative juices flowing, allowing for overall better retention. |