1/3/2018
Topic:
Students With Disabilities
Brooks Tracey
|
I have taught multiple students in the past that were considered Deaf or Hard-of-Hearing. This disability reforest to a student who is deaf or hard-of-hearing has a hearing loss aided or unaided, that impacts the processing of linguistic information and which adversely affects performance in the educational environment. This disability would effect the student during lectures, the watching of videos, and when taking part in group discussions. Some accommodations were made for these students. First, the student was given a seat at the front of the class, closest to the speaker. Second, subtitles were used when viewing videos with audio content. Finally, a microphone device with used in the classroom so that whatever the speaker was saying, wether it was the instructor or another student they were working with, would be amplified into the students hearing aid.
-Brooks Tracey |
1/3/2018
Topic:
Students With Disabilities
Brooks Tracey
|
Kristin Brodt Grandy wrote:
Several years ago I taught elementary art to a student that was on the autism spectrum. He was enthusiastic about participating but had a very short attention span. When he finished it was distracting to the other students and many would then become off task. One day, I brought my pet parakeet to school and it was so much motivation for him in my classroom I decided to keep the bird at school. He loved coming to art and he would work extra hard because he knew I would let him hold the bird or sit by her cage as he worked. The bird became the subject matter of most of his artworks. Finding something that inspired him and encouraged him was all it took to expand his learning and engage him in the class work.
I have also taught a large number of students on the autism spectrum, and you are absolutely correct, incentives are a GREAT motivator for these students. I also provide them with a set agenda for the day, with a breakdown of each activity, and how much time they are expected to spend on each. This helps to prevent them from rushing through the day's tasks just so they can get the reward. |
1/3/2018
Topic:
Students With Disabilities
Brooks Tracey
|
Renee Reyes wrote:
This year, I had a student in my ceramics class with autism. She loved to draw and really wanted to work with clay too. She was able to create most of the projects the students were making. She was very engaged in the process of creating, but needed one on one assistance. I was able to partner her with another student to assist her. We often incorporated themes in her artwork to reflect her likes and interests.
This was great to hear! I teach mostly 2D Art, but when I taught elementary, I would do ceramics. I found that my autistic students loved to get their hands into the clay and create with it. Glad to hear you're students are helping one another. |
1/4/2018
Topic:
Tools and Strategies
Brooks Tracey
|
Self-evaluation and Reflection are great strategies to implement into an art room, especially when talking about one’s own artwork. Through the use of careful questioning, students could use self-evaluation at the beginning, middle, and end of a project in order to obtain a more successful work of art. Constant reevaluation is key when creating a piece of original art. Reflection strategy could help students with disabilities to learn from their efforts before moving onto their next project.
Using Graphic Organizers, specifically, Venn Diagrams could be instrumental in the art room. This visual depiction of facts and relationships would work well when learning new art movements. Students could compare newly acquired knowledge of an artistic period to one that they had previously learned about. This will allow them to not only discover the differences between the two, but also to see the similarities and to see how they grew from one another. A Venn Diagram can give students with disabilities a visual depiction of the similarities and differences between things.
edited by Brooks Tracey on 1/4/2018 |
1/4/2018
Topic:
Assessment of Learning
Brooks Tracey
|
One adapted assessment that could be successfully used in a visual arts classroom is Student Journals. Student journals allow students to take notes about their progress through out a course. These entries are regular and are reviewed by the instructor. Since a visual art project can take many weeks to complete, this could be an excellent way for a student to break down their project and control their pacing throughout the lesson. In addition, they will also be able to reflect on their decision making and progress throughout the project, leading to a stronger final product. I find that many of my students with ADHD will rush through their projects, leading to sloppy final results. This journal could be a helpful way for them to control their craft, plan ahead, and to systematically create their work of art. |