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• 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. I really love a good Venn Diagram. This can be done indiviudally, with a peer, or small group. So it works great with the grouping strategies as well. Many students with disabilities may be more visually responsive and venn diagrams can also be used with pre selected pictures for sorting into groups. This takes the emphasis off of recalling information and allows the student to focus solely on sorting the information that is presented to them. The second strategy I would use and am just now learning about is cubing. This seems like a great way to get students comfortable with the content and then building on it.
• 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 a lighted magnifier that clips to the table that is available for use for a student with VI. She sometimes uses it. It helps her see the fine details of what she is making.

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.

• Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities. The best form of assessment for me in the elementary art room is portfolios. I usually look at the project they are currently working on before they come in that day, to reassess what needs they will have for the upcoming class. Sometimes if I have a class that needs alot of support I will sort the whole classes work into table groups based on what task they are on and what they need help with. This allows me to assist my students with higher needs first and my more independent workers to be able to move at their own pace. I have used wipe off boards as well as exit tickets, and love them, but they are not as ideal for a short class once per week. We do utilize a visual rubric for craftsmanship and this helps many of them self-assess and helps me get them to see their goals consistently. I started using sketchbooks this school year and am hoping next year we will be using them more consistently so that I can see their progress of learning more clearly.
• Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student. My student with VI and OI would benefit greatly from presentation. I would would like to printer her a binder in which I can put resources with large print as well as print anything I think that we will be going over in our current lesson. This may help engage her more in the lesson and give her a place to reference information. I believe pre-recorded how to's would be helpful for her to view and review. Setting would be my second accommodation for her. I'd like for her to utilize the tools I already have for her as well as the one I'd like to provide for her, so perhaps moving her so that she is still up front, but not right in front of me will take an unwanted attention off of her. If I put her still up front, but to the edge of the class, she may be more likely to use the magnifier more often as well as any other technological supports I give her.