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Administrator Administrator Posts: 18
4/11/2016
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(Choose one)
1. Describe how two of the strategies discussed could potentially be implemented in your art classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
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.
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Jayce Ganchou Posts: 5
5/17/2016
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I often have students with ADHD/Learning or Behavioral Disabilities in my art classes...for the most part their conditions are a problem in other general core classroom settings. In my room, studio based 3D courses, the student has hands on learning, demonstrations, Lots of Visuals. I locate these student and try to move them close to me and also include them in groups with students they are comfortable with and work well with. I always provide lots of visuals and examples of what we are doing as well as up close hands on demonstrations. I have sketchbooks for all students and I have them write procedures, art terms and other instructions in daily. I also have two boards with daily goals and expectations and another with procedures and examples.
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C. Robb Posts: 3
6/6/2016
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Three strategies that I implement in my art classroom are; Peer Partners, Guided notes, and Self Evaluation and Reflection. Peer partners or peer buddies help my disabled students by reinforcing directions, repeating directions, keeping them on task and encouraging them to speak up if they need help. We have a program in our school with peer buddies so usually one of them is in class with my disabled students. Guided notes are given to all my students with IEP's to help them with weekly notes and to help them focus on the material I am covering. I have guided notes typed for each chapter and posted on my website in case they lose them. At times some of my general education students will use them too if they don't understand the material. Last, everyone including exceptional education students as well as general education students have to fill out a rubric for each project. On the rubric they have to self evaluate themselves on how they think they did on the project. At the bottom they have to answer several questions like; What did you like, dislike about the project? What would you change? Why did you choose the subject matter? How can you apply what you have learned to the real world. Every student has to self evaluate and reflect.
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janet tucker Posts: 3
6/8/2016
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I have a student in my class that has an Orthopedic disability. Strategies that I employ to assist him is seating in close proximity to materials, the sink and the front of the room where I can assist him. There are several students in the class that have demonstrated helpful behaviors and I have seated with them. The peers help the student with accessing materials, bringing visual samples to the student's table for him to view and assist with clean up and storage of his projects. He is able to use most materials in the art room, but providing him with larger scissors and wider diameter drawing utensils has helped him to achieve success in his work.
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Jennifer Abney Posts: 3
6/13/2016
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One strategy I use frequently in my high-school art classroom is the Mnemonic Instruction tool of "Letter Strategy." While studying Feldman's Method of Art Criticism, students come up with a (funny) phrase to help them remember the 4 steps in order. For example, "Dance Always in Jammies" or "Dogs are Igloo Jumpers" helps students remember DAIJ (Description, Analysis, Interpretation, Judgement). We take the "Letter Strategy" one step farther and draw a picture that corresponds to their phrase (they will draw a colored picture of a dog jumping over an igloo, writing their phrase and the 4 criticism steps next to their picture). Drawing and re-writing the information helps the students retain it!
Additionally, I feel that the "Cubing" strategy can be used with the "Self-evaluation and Reflection" strategy when we have finished creating a work of art and it is time for the students' self-critique. Cubing could help them reflect on the basic vocabulary and strategies (knowledge, comprehension) illustrated in creating their work, while also allowing them to reflect on a deeper level concerning synthesis, analysis, and evaluation. This activity could be done independently or as a "small group" discussion.
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Alyce Walcavich Posts: 3
6/22/2016
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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 a student with a disabilities needs
For a student that I have who has problems following linear steps, I can use the strategy of tiered learning using task cards. I can use these cards to divide the project into small tasks the student can complete. I can match the specific project to the needs and readiness and the interest of the student. For example if the assignment involves a photographic assignment with a picture taking component using certain elements of art or technical usage, dividing up this lesson into more simple steps on cards would work for this individual. I could include simple visual examples on each card. Also I like the idea of a Task Analysis for this student. Instead of re-teaching technical steps each time, I could use task analysis for certain function. For example, making a contact sheet requires a series of technical "how to" steps. These steps could be laminated on cards and used each time this procedure needs to be accomplished. I can post these cards on the wall beside the enlarge so he could follow along.
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Sharon Skiles Posts: 3
9/23/2016
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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 a student with a disabilities needs.
- I would love to use cubing and cooperative learning to address several different disabilities. Cubing allows students to explore 6 avenues of knowledge for a concept. Cooperative learning, a grouping of small heterogeneous groups would allow me to set up groups to allow for peer tutoring. For example set up groups and assign different perspectives. For example when teaching cubism, One group would describe it and find examples, that would be best for a student that may have orthopedic impairment, for students that have emotional/behavioral disability it would be good for them to work on the Analysis or synthesis part of the cube project. Each group would share the results of their project with the class. This would allow students to all have success and work to their maximum potential.
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Derek Jenkins Posts: 3
9/30/2016
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In our 2D/3D art classroom, the Activ Board is used to show visual representations to our SLD students, many of whom are very visual learners. Each day the activities begin with a piece of well known art and the students may interact with the activ board by drawing on it and/or making notes or observations. They also keep a journal and each day add an additional piece. One day they must choose art vocabulary from a visible list in the classroom, another day they must compare and contrast different pieces of art. They must also summarize and critique the art as an art critic would. Some of these we share on the morning news.
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neslihan celik-george Posts: 3
10/18/2016
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Last year I had a student with ASD. She was very good using computer and reading on computer. I prepared project instructions with step by step text and picture guide on computer. She was able to follow these instructions and make her assignments on Photoshop.
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marie Hosker Posts: 3
11/11/2016
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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:
An autistic student in my 2-d class had Asperger's Syndrome. Her total focus was reading about various bird forms. She read entire books on birds, and came into my class wanting to find a book on birds of prey. She huddled in a corner and would only read, said she did not like to d. She had never done a power point, and I got her involved in that technology, searching for hawks and falcons online. She loved it. We came to a decision that if I allowed her to research birds of prey, she could do a powerpoint and she would give a lecture to the class. She also had to keep a sketch pad and sketch the images she found. We had a short list of art elements she had to describe in each image, and what media she used to draw them.
We then moved to researching James Audubon and his paintings of birds. She became very interested in him and wanted to learn how to do watercolor like he did. We would choose one bird a day and put it on the computer screen. She would draw from that image. I found a large used copy of Audubon's birds and another of Falcons. She experimented with paint, markers, color pencils. and even collage for feathers. This worked for her very well. We featured her in our school newsletter with photos of her giving her Ppt lecture to class.
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Wilhemina DeNunzio Posts: 3
11/20/2016
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I used cooperative learning to address a student with physical disabilities. By using cooperative learning, the grouping of small heterogeneous groups allowed for peer tutoring as well as allowing students to interact in the areas they were physically able and others to use their areas of expertise.
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Wilhemina DeNunzio Posts: 3
11/21/2016
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Last year I had a student with orthopedic Impairment in Culinary Arts.I used computer-assisted instruction to allow her to research some of the problems and how to overcome them through computer simulation and animation and demonstrations as she did the various projects.
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Anielka Silva Posts: 3
12/27/2016
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Two strategies that could be implemented in my classroom to address a student with disability needs are: graphic organizers and letter strategy. With graphic organizers it scaffolds instruction and helps with independent practice. In specific I could use venn diagrams to assess the student and provide feedback to the students on a one-to-one basis, and provide time needed for each individual student. Since I see my students so infrequently the letter strategy is another strategy I can implement. The letter strategy provides the students to remember important information with important words in acrostics. These strategies are very adequate and helpful in the elementary setting and can be specific for the needs of all students in the music classroom.
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Kristie Ayers Posts: 3
1/24/2017
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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.
Last semester I had a student with Downs Syndrome. He loved to use the computer and excelled in creating Power Point presentations. For our end of semester project, I had the class create folder projects analyzing the works of 2 artists of their choice. Part of the project including creating a mini gallery of the works included for analyzing.
For this students, who struggles with handwriting and drawing, I allowed him to create a PP project instead of the folder. He loved using the computer and was less frustrated by the requirements as he was not competing with his orthopedic issues that can come with DS. At the end of the semester it was great to see how he enjoyed something that he may not have otherwise without the adaptation of the lesson.
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Kristie Ayers Posts: 3
1/24/2017
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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 a student with a disabilities needs.
Two strategies that I use frequently in my art class are self reflection/evaluation and task cards. I find that for students with learning difficulties that the self reflection is an essential tool to help the students have a holistic understanding of how they were successful in their art as well as address areas of needed in improvement in a way that is respectful and non-confidence breaking.
Task cards are so helpful in my room for both my students who need additional supports as well as those who are more advanced and move through projects more quickly. Students are allowed to work at their own pace and the stigma of slower paced students is not an issue for the early finishers have something to do.
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Jayanne Nowaski Posts: 3
4/18/2017
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Our school has all ESE students included in the regular classroom. I have a student with Cerebral palsy who struggles with handwriting. I allow him to use a computer and the word program to type his essays for my class. It has made him a much more confident writer.
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Greg Elrite Posts: 3
5/5/2017
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Two stategies that I use in the Engineering Design class are Cooperative Learning and Reciprocal Teaching. The students are giving a task and divided into groups to provide a solution. It is during this phase that most of the students realize the overall concept and really begin to understand the material and help each other come to the same level of understanding. We use the Reciprocal Teaching in the initial design phase of any project. The students attempt to predict the best solution to a particular problem, we hold group discussions to question the solution,clarify the problem and provide more sound designs. After building the solution, or a prototype, we summarize the process and attempt to determine if we have the best solution. This process keeps all students involved and the more advanced students pull up the others during the entire evolution.
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Jennifer Bennett Posts: 2
5/6/2017
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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 teach graphic and traditional art and have found that Adobe products such as Illustrator, Photoshop, and InDesign have fostered some true success stories with my students. I have many students with Asperger's who found that the traditional drawing methods and tools utilized to create symmetrical or calculated shapes, lines or designs were not precise enough, took to long to perfect, or were utterly miserable. Once I introduced these students to programs such as Illustrator specifically, students felt empowered by their ability to literally control every aspect of an illustration. Using alignment tools, grids, perspective grids, and presets, students turned basic shapes, color swatches, textures, and paths into representational portraits and landscapes, as well as optical illusions, one and two point perspective drawings, personal logos, advertisements and package design. Many of these students were confident enough to attempt to take the Adobe Certified Associates exam and passed with flying colors. I highly encourage art educators to push for Adobe Creative Cloud software in their classrooms. Universal and personal success stories are written in my classroom everyday!
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Hillary Thivierge Posts: 3
5/8/2017
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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 often have students that are ELL (level 1/2) where speaking english is little to none. I use google translate often in the classroom. I use it to translate various documents and assignments or speak with the students one on one. I have a student who uses the google translate app on her cell phone. She can take an image of a written assignment in English, then the image is translated by the application into her language immediately so she can keep pace with the class.
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Kelly Corbett Posts: 3
5/16/2017
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The two strategies I could use in my classroom to help students that I currently teach with disabilities are Task Cards and Cooperative Learning. Task cards are helpful in breaking down a complex multi-stepped procedure. Approaching the assignment one task at a time eliminates stress and increases overall success in the completion of the assignment. I have two students with physical disabilities and use Cooperative learning with carefully selected small groups and found that the social skills and level of participation for all students in the group has improved.
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