11/22/2023
Topic:
Students With Disabilities
Shannon Furst
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I had a student with Down Syndrome that is mostly nonverbal. His motor skills were poor and his drawing ability was mostly schematic and scribble stage. He was enrolled in a high school ceramics class, so I modified the curriculum to meet his needs. The students were making plate an mug sets with sgraffito designs which required sensitive touch and drawing skills. As a modification, he created nesting dishes with texture. He was able to learn to roll out slabs and use templates to cut out the shape for the nesting dishes. Then he chose from a variety of texture rollers to make a desired design on the slabs. The edges of the plates were bent and scored. Sometimes he needed hand-over-hand instruction to practice the scoring of the clay. He used paint brushes with larger grips to apply slip and also the glaze. He was proud of the three nesting dishes. By making three dishes instead of one, he was able to gain confidence and some independence by the end of the assignment. |
11/22/2023
Topic:
Tools and Strategies
Shannon Furst
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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 have many students with specific learning disabilities that need directions repeated and tasks broken down into small chunks. I create instructional videos and record demonstrations so that students can watch them during the ceramics assignments. For example, In Ceramics One, all students create a sculpture of an expressive face. This is a complex task, so I make videos of many different techniques such as ways to sculpt the different facial features. Students can choose the techniques that best suit their ideas. The students see the videos when I demonstrate, but they can also access them anytime they need to review. I upload the videos onto Canvas. Students can watch them at their seat on a school laptop while they work. Using this strategy has improved learning for all of my students. The students have unlimited access to quality instruction when they need it most during the process of creating art. |
11/22/2023
Topic:
Assessment of Learning
Shannon Furst
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1. 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 had a student in Ceramics class with a visual impairment. I worked with his resource teacher to provide assessments that he could take using his adaptive technology. He had a device that read the tests and he could respond using a Braille keyboard. He participated in all of the informal and formal assessments such as the midterm and final exam using his adaptive technology. I had to be organized and needed to provide longer written assessments to his resource teacher. Shorter formative assessments like journal entries or vocabulary assignments could be completed in class. I would read the questions and sometimes he would record my voice so he could replay the questions if needed. Then he would type the answers. He would email the answers to me if it was a longer assignment. He would often need extended time for this process. |