8/17/2023
Topic:
Students With Disabilities
Brittany Williams
|
I have 3 students in class right now with dyslexia. Because we're a computer-based course, they use internet browser add-ons to have the lessons read to them. They can also take their own notes using text-to-speech add-ons and applications. When we discuss artwork, I make sure anything written is read to them and check back for understanding, as needed. |
10/13/2023
Topic:
Tools and Strategies
Brittany Williams
|
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I teach online. Right now, I have a student who is non-verbal due to a developmental disability but we have discussion-based activities that are required for each course. For his discussion-based activities, we meet in Zoom where I can see him type his own answers to the questions being asked. I also allow him to use sign language to communicate with me. A second example is for our students with dyslexia. We allow them to use internet add-ons that read the lessons to them out loud. They are still required to type responses but are allowed to use Grammarly or other editing software to help with written communication. |
12/8/2023
Topic:
Assessment of Learning
Brittany Williams
|
Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the art classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I teach a Digital Art course online. In class now, I have a student with a Specific Learning Disability and ADHD. She has been having a really hard time with projects because there are too many steps and she tends to rush or guess when she doesn't understand something from the tutorial in the lesson. This week, I took the project we're working on and broke it into smaller chunks with checkpoints. I made a video modeling a few steps, then stopped the video, and asked her to submit her project where it was. When she submitted that section and it was successful, I gave her the next video. We repeated this until the project was completed. |