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Theresa West-Taylo Posts: 3
1/16/2022
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1. "Reflection Strategies" and "Breaking Task Down through Task Analysis" are the two strategies I will discuss. I believe "Reflection Strategies" will help some of my students with Specific Learning Disabilities to see their own successes and also analyze how to be more successful on future tasks. We use google classroom and each of our projects has a google document with an area available for them to answer a final question regarding the learning they have just completed. Asking the question, "What part of this assignment did you find most challenging?" will encourage them to self-analyze. This question also encourages them to consider, conversely, what was easy for them. By sharing answers with classmates, they will hopefully find they had an easier time than others at times!
The Second strategy I would love to use would be "Breaking Tasks Down Through Task Analysis" to help my Autistic Spectrum Disorder students to see the instructions in small, step by step, CONCRETE and organized ways. Sometimes it can be overwhelming for a student to watch the whole demonstration and then try to complete the artwork. Even though I always write down the steps, I might not make those instructions explicit enough for a student with ASD. For example, I might say, use the watercolor paints to paint the small areas first...but I did NOT spell out...go get a container of water, chose a paint brush, get a paper towel and wet the paint with the water using the brush...All problems for some students on the spectrum.
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Tony Wood Posts: 3
1/18/2022
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I really like the idea of Cooperative Learning. Especially where it increases student participation, classroom climate and building social skills. I notice some of my students do not interact well with students outside of their circle of friends and like-minded peers. I have students in groups in my Digital Art class, but I’ve learned some new strategies that should improve their enjoyment of reaching the goals of the lesson, together. I’ve always been a fan of Peer Partners, especially for my students with disabilities. I believe they feel more comfortable getting support from a friend or teammate and I’ve also notice that it builds a stronger bond between team members. I did read the pros and cons and could definitely see some of the potential problems with hierarchy and cliques, but I believe with positive reinforcement and gentile guidelines, this problem can be minimized.
I can also see the benefits of the Learning Contract. I’ve never thought about it before but for those self-motivated students that can benefit from the freedom it offers, I believe it would inspire them to excel and offer and independence that should build self-esteem and a sense of accomplishment that they may not get from a traditional, teacher paced lesson. I also see the benefit of using it to help SWD stay focused and allowing them to work at a more self-directed pace, on assignments that are aligned with their readiness. In combination with Peer Partnering, I can see this giving the student much more autonomy and a sense of personal accomplishment.
I create tutorials for Adobe Photoshop, for my Digital Art class, that relate to the current skill being taught and upload them to Microsoft Teams. This way my SWD can use their own computer and access the tutorials anytime, allowing them to not only work at their on pace but they can rewind the tutorial and go over the more challenging aspects of the lessons as many times as needed to learn the skill. Also, Teams allows them to ask questions in real time and I can even start a video chat if they need more explicit instruction or clarification.
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josalyn loango Posts: 3
1/19/2022
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Administrators can provide teachers with the tools and technology needed to help students succeed.
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J.L. Kirby Posts: 3
1/26/2022
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2. I have a visually impaired student in my room this year. The district has provided her with her own laptop to use in my class. When discussing art in my Art History class, this has been invaluable, as she can see it on her screen much better than on mine, and can enlarge things as big as she needs them. She often notices things on her computer that the rest of us missed on the paintings.
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Jennifer Evans Posts: 3
2/17/2022
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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 have incorporated many of these strategies and tools into my 2D Fine Art classroom. I have found that learning centers or Media Exploration Day as I call it, helps students to practice with new mediums without feeling the anxiety of a project. At each table there will be a setup of the mediums and materials we are using and after demonstration, students are allowed to take an entire class period to explore the different processes of working with the new material. This allows time for students to develop skill with the material through focused practice. These learning centers also promote Cooperative Learning organically, allowing for peer partnerships to develop while the group or partners strive for a common goal.
I have also found that graphic organizers with many visual examples are extremely helpful in the art room. They help to easily fill in any missing information students may not have gained in the past as well as studying new material independently. I use these graphic organizers specifically in Art 1, where I am introducing the Elements and Principles of Art and Design to many students who may not have not previously exposure. The graphic organizers allow for student practice with visual aides to support comprehension of the material. I also ask my students to complete a self-evaluation and reflection at the end of every project. This gives the chance for students to grade themselves. They frequently see where they could have improved or have excelled and it gives them an open forum to discuss their piece.
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Lena Warner Posts: 3
2/19/2022
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1. Tiered Lessons are important for special needs students in the high school beginning art classroom because it allow for students to first practice a skill. Through the use of Tiered Lessons, I am able to make sure that all students are successful through differing levels of complexity. When we are learning about Pop Art students make their own version of a modern logo in the style of Famous Pop Artist’s. We look primarily at Andy Warhol's Campbell soup can. It would be difficult for many kids to start right away on this task. We begin looking at art exemplars, then student artwork. We first practice how draw our own initials on graph paper. If students are having trouble at this point they will receive the additional help they need to be successful before moving on. Then we brainstorm our favorite logos. We sketch and practice. For students that might take longer, we talk about zooming in and maybe only drawing three letters and matching colors. Students will then use paint to make the finished product. For higher achieving students, they may draw and paint a font with the illustration. . All students will use Chaining for art tasks. Special needs student can recognize the rhythm of repeated tasks when they use Chaining: Art exemplars, student work samples, brainstorm, sketch, produce finished work of art.
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Zuleyma Davila-Perez Posts: 3
2/19/2022
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I already use some of those strategies in my class but I definitely have to use more "Tiered Lessons". I have large classes and too heterogenic. it is difficult to achieve that 100% of the students achieve the goal of each lesson. Adjusting lessons, varying the level of complexity, the time, and modifying the use of materials is definitely one way to be more effective. When I explain the instructions to my students with disabilities, I go step-by step using less complex vocabulary, more examples, visuals and take time to make sure they understand the purpose and what I expect from them. I think the "Tiered lessons" provide more individualization and I am able to reach my student needs. Now, I have to implement it also in other of my classes where the diversity is even greater.
Other strategy I should try is "Grouping practices". in the past I experienced how trying to do cooperative work, my students with disabilities were left behind by their problems integrating and communicating with others and that worried me. But now I know that grouping practices can be implemented in different ways; such as assigning a "peer partner" to my visually impaired students or having another student model the safe use of art materials for my student with ADD.
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Joanna James Posts: 5
2/22/2022
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I really like the examples given of Tiered Lessons with Task Cards. Combining these with Task Analysis break down cards for the student with profound learning disabilities, gives them graduated steps and an amount of independence. I remember the SRA reading program which allowed me to demonstrate my preference for reading and accelerate my reading level at my own pace. At that time, it was one of the few ways that teachers had to measure student potential. Only when I reached the 7th grade did the literature teacher point me to differientated and level appropriate reading materials. I also like the use of Elearning to create interactive remedial skill centers. In my enclosed ESE classroom, I discovered the general curricullum placed on the computer lab became a guessing game with no real learning taking place. Hurray for great lab techs who shared this with me. However, in my classroom were two computers on which I could have placed my own remedial powerpoints, etc, that would have kept the computer component in the learning realm. Instead of the wasted time in the computer lab, I formed three levels of reading groups which were assigned appropriate level materials. I remember the resistance of my class paras who lost time to check their own emails during lab time!
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dustinschott Posts: 3
2/22/2022
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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.
- One of the differentiated strategies that I can implement is the RAFT assignment where students are given a list of varying options to demonstrate their knowledge in a unique product that allows them a variety of possible scenarios but w/ a similar outcome. This can be a fun activity that will challenged and engage students and allow them options.
- Another strategy to use are graphic organizers that can allow students more structure in their responses.
- 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've used technology in my classroom by allowing students to access their laptops to create digital artworks using Paint when they struggled physically with actual paint application.
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Barbara Stuchell Posts: 3
3/12/2022
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In Digital Design, there are a variety of methods that can be used to learn a skill. Students are given the choice in my class to learn with the method that best suites them:
· Many tutorials are offered in text format online and video format online – students can choose.
· Further breakdowns can have the students listening to the video tutorial online while play closed captions, just reading the closed captions, or just listening.
· Text based instructions will be offered in print if desired, or can be used online.
· Additionally – I will offer students to work along with me, instead of using the online tutorial where I can stop and assist as needed.
All of these methods are offered for the same skill being learned.
I have developed graphic organizers to assist with learning – two of my favorite’s are the ones I created for the Unit on Copyright and the unit on Computer Components. Information is provided on the topics and presented in class and then students are allowed to collaborate and complete the graphic organizers, showing a deeper understanding of the material and providing a visual chart of the summarized information and how it relates.
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Feliciano Carrion-Puchales Posts: 2
3/12/2022
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Describe how two of the strategies discussed could potentially be implemented in your music 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.
I already use Keyword Strategy and Letter Strategy for the same lesson this chapters gave the example, but I would truly like to experience of using the Discovery Learning Strategy and the Peer Partners Strategy. I loved the example this chapter use for the Discovery Learning Strategy. Having the students describing, comparing, associating, analyzing, applying and arguing about a musical instrument or the timbre of a whole family of instruments, or the arrangement of a musical composition, or the characteristic of a genre, or the way a song is interpreted it, etcetera. Is a perfect way to have them all participating and deeply thinking about a theme from different angles, each answer, different from each other, depending on the student cognitive level and background knowledge. This will become a great discussion, even for students with disabilities. Of course, I will guide them into the right track to get them to the goal of the lesson we might be discussing.
I also would love to use the Peer Partners Strategy. Having a student helping out their peers, could be a great tool, and the truth is that I never saw it that way. I always thought that doing that could be a problem, because maybe then everybody may want to do the same thing, or because maybe some students may don’t feel comfortable having another student helping them, because they may see them like equal, but for the same reason they may feel more comfortable talking to them. Thanks to this chapter I may apply this to some of my lessons. For example, when I am teaching about how to play the Xylophones, a student that already know how to do it, could help others while I am conducting. Like show them what to play, where to play, how to hold the mallets, and things like that.
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M. Black Posts: 3
3/15/2022
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In my Art room, we make a variety of accommodations for students with disabilities. There are MANY tutorials and visuals available and used frequently during instruction-I use edpuzzle.com to house videos students can refer to when/if needed. Repeated instruction and preferential seating are also an easy starting point to support learning. Peer partners are built into our seating as well 
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M. Black Posts: 3
3/15/2022
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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.
Tiered lessons could be a useful approach to supporting my students-I particularly like the idea of cubing. Differentiating instruction to meet the needs of my learners is something I already do and will continue to do and hope to learn more about-everything from extra time, clarifying instruction, limiting or providing more choice when appropriate, etc.
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Sarah Wisniewski Posts: 3
3/17/2022
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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.
In my art classroom I could use Peer Partners and Learning Centers. Peer partners would be especially useful in during my fourth grade class when SWDs join them. When discussing artwork or working on a project, I can partner them up and they can work together. SWDs would like this better than working with a paraprofessional. I can use learning centers for my younger SWDs. They can choose, with the help of their paraprofessional, the centers that work best for them.
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Peni Riedinger Posts: 2
3/18/2022
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For ADHD students with a short attention span, centers with task cards are used to allow them to pick and choose an activity that supports the learning. For the IND students, I pair them with peers to use computer programs that are directly related to the concept they are learning. Mnemonic instruction is used all the time to make sure the students remember the words that are part of the concept.
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Becky Berry Posts: 3
3/18/2022
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One of the strategies that I implement in the Music classroom is using Venn diagram graphic organizers when comparing and contrasting similarities and differences as they listen to two different pieces of music. I also use Venn diagrams with the students when they are comparing qualities of different instruments of the orchestra. Another strategy I use frequently in the music classroom is a multi-sensory approach to learning by having my students use hand movements, dance steps and body percussion to represent the A sections and B sections of the music to demonstrate their understanding of the element of form.
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Christopher Walsh Posts: 3
3/20/2022
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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 classroom. Be sure to describe the specific technology and how it assisted the student with a disability......
- Our district uses a platform called CANVAS for lesson communication and submission. I have a student that works from home most days due to extreme anxiety issues. I email her links to videos that cover the topics I cover in class. I also provide word docs. with instructions and guidance on the topic covered (ie 2-point perspective drawing techniques) and she submits images or her artwork via the platform. It is not ideal but much better than not receiving work from her for days or even weeks at a time.
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Colby DeGraaf Posts: 3
3/27/2022
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Option #2.
I have a student with ADHD that may use a mobile device to take pictures of notes on the board in effort to synthesize information and make sure the student as all the completed information for each lesson.
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Pedro Jarquin Posts: 6
3/30/2022
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I had a student with a disability who was unable to use a pencil or a physical drawing tool to produce writing assignments or assignments which required drawing or coloring. I was able to get an easy to use writing and art program that could be used on a tablet to facilitate these assignments to this particular student. The student was successfully able to use thse tech tools to submit their work.
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Pedro Jarquin Posts: 6
3/30/2022
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janet tucker wrote:
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.
I have found that when there is a healthy, safe environment in your classroom, other students are very willing to help and assist my students with disabilities. Peer collaboration is very effective.
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