11/13/2023
Topic:
Students with Disabilities
Raechel Sundeck
|
I have a student with ASD. He requires one-on-one and hand-over-hand assistance most often. I use a "First, Next, Last" visual aid to show him the expected steps of the lesson for that day. Last year as a kindergartener he was good about staying in his seat while I taught the lesson and demonstrated art steps to his classmates. Afterwards I was able to give him the one-on-one assistance, using adaptive art tools to help develop his hand muscles and coordination. When he completed his visual board he was rewarded with a small sensory item until it was time to clean-up. Now as a first grader he has his own paraprofessional that remains with him for Specials. I provide her the same visual aid and adaptive art tools so she can help with his one-on-one and hand-over-hand while I can circulate around the classroom this year. |
1/12/2024
Topic:
Tools And Strategies
Raechel Sundeck
|
1. Chaining Task Strategy
I have a first grader with autism. He’s very much hand-over-hand with art supplies, with adaptive art supplies available. However, there are some occasions where the student doesn’t want to use the adaptive option because he sees his peers using the traditional. For drawing, I’ll start hand-over-hand, placing his fingers how to hold the pencil and drawing with him. (Usually, I’ll draw a dashed line picture of our project for him to trace). I’ll help him draw using hand-over-hand, then gradually loosen my grip so he must hold the pencil himself to continue drawing.
Differentiated Assignment
First grade completed assignments to review the primary and secondary colors, while learning color mixing. Day 1 consisted of mixing two primary colors together to discover what secondary color is made. Then the students painted whatever they wanted using the 3 colors available. Day 2 we mixed two different primary colors together to discover a different secondary color. They continued painting with those three colors. Day 3 was the same procedure with the last two pairs of primary colors mixed for the last secondary color. |
1/12/2024
Topic:
Assessment of Learning
Raechel Sundeck
|
My previous school had self-contained ASD classes. I often used ongoing-assessment with each student during the art-making process. Step-by-step visuals were printed out for each student to have their own copy in front of them while creating. Some were able to follow the step independently after I pointed out which step they were to complete next. Others needed extra help, some hand-over-hand with certain materials (such as paintbrushes to make sure they didn’t go in the mouth). |