10/16/2023
Topic:
Students with Disabilities
C. Harris
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Fine Arts educators:
- Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
In the past, I taught a student who showed signs of intellectual disability. This student had severe difficulty drawing and coloring the face. Drawing the human face requires the ability to understand proportional relationships. This student drew oversized or undersized facial parts. He drew the eyes very small and the ears very large. When it came time to color in the face, he colored over the entire face, covering the eyes, nose, mouth etc. He had difficulty coloring between the line of the shapes on the face.
To help this student I gave visual support, showing pictures of the face and the relationship between the parts. I also use peer support by using one of the students in class as a model. I pointed out the facial features and a comparison of the parts and the size relationship. |
10/25/2023
Topic:
Tools and Strategies
C. Harris
|
Fine Arts educators (choose one):
- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
Students with ADD or students who are experiencing significant learning difficulty, would benefit from well organized learning stations. I would definitely set up learning centers in my art classroom to target students who have difficulty staying focused on teaching instructions or absent students. The learning stations will give them the ability to learn on their own or to extend their knowledge and skills. Learning centers will also give these students the ability to practice and learn at their own pace.
Grouping with peer partners would also be helpful for students with learning differences and intellectual disabilities. From experience, I have learned that students are more accepting of peer criticism than of teacher criticism. |
10/27/2023
Topic:
Tools And Strategies
C. Harris
|
Fine Arts educators (choose ONE):
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
Adapted assessment will benefit not only the disabled students, but also regular students. Some examples of adapted assessment I have successfully used in the fine arts classroom for students with disabilities were increasing the text size of the assessment, or giving an audio version of the assessment. I have also read assessment items orally to accommodate some students. In some cases, students respond orally. I chose these particular assessments to increase the participation of these students. In the past, these students showed signs of being overwhelmed with reading, since they had difficulty seeing and reading the assessment. |