8/16/2023
Topic:
Students With Disabilities
Ian C Wiskoff
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I had a student who was on the spectrum, but highly functioning. However, like others with this disorder, he had a very hard time when things would change (routines, placement of materials, etc.). What ended up happening is that he would become so anxious and uncomfortable due to things being moved that he would lose his focus and start muttering under his breath about how he could not stand the way things kept moving around. So, what I decided to do was "promote" him to "studio manager". It was his job to make sure that all materials were properly stored and help carry supplies to and from the different tables.In less than a week he was a changed person. He knew that even though things would be moved around in class, he could put them back to where they belonged. This gave him peace of mind, and enabled him to focus again- the kid was a startlingly good artist, and the responsibilities I trusted him with gave him the emotional support he needed to have an really successful year. |
8/27/2023
Topic:
Tools And Strategies
Ian C Wiskoff
|
- Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have discovered that for both non-ESE students as well as those with language processing issues, or even ELL students ( although not a disability, a circumstance) the use of the document camera, as well as Adobe products such as Photoshop and Illustrator are worth their weight in gold as demonstration devices. By being able to do the demonstration in real time, students, especially visual learners seem to have an easier time of grasping the techniques, or lesson because they can watch it unfold. The demonstrations are recorded for easy playback and review should any questions arise as to how to accomplish a particular task or practice a specific art related skill. The recordings are added to the particular topic it belongs to in their Google Classroom so they can always watch it again, whether it is needed for a future activity, or they wish to work on their own project using some of the demonstrated techniques. |
8/27/2023
Topic:
Assessment of Learning
Ian C Wiskoff
|
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- About a year ago I was presented with learner on the spectrum, who, although rather high functioning was essentially non- verbal, and was dealing with processing issues that made reading exceptionally difficult. When we began out review of pop art, and the practitioners of this movement, a google form test was out of the question, Even with a facilitator there was such a deficit in comprehension that many times it was a hit or miss as to whether an answer was picked correctly. I discovered however that by creating a drag and drop game using the smartboard technology, the learner was able to manipulate images and match them to the artist or vocabulary word ( illustrated as an image, not as writing) associated with each piece. The student not only did extremely well on the test, but the act of manipulation made the assessment a fun activity, as opposed to a required assessment of their knowledge. So, in that instance, it was a total win.
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11/16/2023
Topic:
Students With Disabilities
Ian C Wiskoff
|
I had been working with a student that is categorized as EBD. I will be honest, I had a very hard time trying to keep him calm and focused with the other students without having an emotional reaction to some stressors, which I had no idea about. We came upon the unit discussing impressionism, and I happened to show the image "The Scream" by Munch. This child could not stop asking how that picture shows the way he feels most of the time. Very angry, anxious, and feelings of paranoia. I decided that he will be given a differentiated lesson, and encouraged him to use specific colors and expressions to let me know how he was feeling on a particular day. After awhile, I would ask him how he was doing, and he would reply that he was either blue ( calm), red (angry), yellow (anxious), or green ( nervous). He chose these colors without any previous discussion about the relationships between color and emotive expression. He is in another class now, but his gen. ed. teachers tell me that he strictly follows his mood colors, which gives them a heads up on how to interact with him on a given day. I am really proud of his ability to recognize that he can communicate visually, and has become a more mellowed kid in classes now because he can immediately express himself without having to do it verbally, which he did not like to do ( I think it made him feel interrogated). |
11/16/2023
Topic:
Students With Disabilities
Ian C Wiskoff
|
I had been working with a student that is categorized as EBD. I will be honest, I had a very hard time trying to keep him calm and focused with the other students without having an emotional reaction to some stressors, which I had no idea about. We came upon the unit discussing impressionism, and I happened to show the image "The Scream" by Munch. This child could not stop asking how that picture shows the way he feels most of the time. Very angry, anxious, and feelings of paranoia. I decided that he will be given a differentiated lesson, and encouraged him to use specific colors and expressions to let me know how he was feeling on a particular day. After awhile, I would ask him how he was doing, and he would reply that he was either blue ( calm), red (angry), yellow (anxious), or green ( nervous). He chose these colors without any previous discussion about the relationships between color and emotive expression. He is in another class now, but his gen. ed. teachers tell me that he strictly follows his mood colors, which gives them a heads up on how to interact with him on a given day. I am really proud of his ability to recognize that he can communicate visually, and has become a more mellowed kid in classes now because he can immediately express himself without having to do it verbally, which he did not like to do ( I think it made him feel interrogated). |
11/19/2023
Topic:
Assessment of Learning
Ian C Wiskoff
|
neslihan celik-george wrote:
I had a student with ASD. She didn’t like using pencils and drawing on paper but she was very good at using computer. I teach her how to use Photoshop and she made drawings assignments on computer.
That is a good approach. I have found that even general ed. students seem to respond to computer graphics as opposed to basic pencil, pen, and paint. I think it all goes back to the fact that the current generation is used to a rapid result on any activity because of social media and the internet's ability to fulfil requests and provide information extremely rapidly. I sometimes struggle with the basics with my students, but they need to realize that photoshop, illustrator, painter, procreate, etc. are just more tools in their artistic arsenal, and without an understanding of the fundamentals of art, they will not achieve the results they were aiming for. |
11/19/2023
Topic:
Assessment of Learning
Ian C Wiskoff
|
Kris Campbell wrote:
I had a student that struggled with reading and writing in grade level. He was very intelligent and soaked up everything we were learning about the art from Ancient Egypt. When giving him the final unit assessment, I read the questions to him and he verbally answered and I wrote what he said. He was one of the few students to get a 100 in the class, but if I hadn’t done this he would have most likely failed the test.
Did this student have an IEP or 504 plan specifically geared toward their reading ability? Either way, I give kudos to you for your dedication to the needs of this individual learner. How did they do with the artistic assignment dealing with ancient Egypt? |