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Kathryn Calderon Posts: 3
8/24/2022
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Option 1: I used two strategies: peer partners and graphic organizers. As a visual arts teacher, both of these strategies really helped my students with disabilities and my students without. Peer partners allowed students to one) get to know someone they didn't know and two) to have help during projects and pair activities. Students had a lot of fun working with a partner. Graphic organizers and doing things step by step with students ensured they got to understand the assignment not only verbally but also visually.
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Jennifer Hodil Posts: 3
8/26/2022
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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 art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
In my keyboard classes, I allow all of my students to utilize their iPads to help them learn their music via apps, YouTube, etc. I primarily teaching music reading with standard notation, but having extra digital resources allows students to check their understanding/performance during their independent practice. I have found this approach to be helpful for students who have ADHD.
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yin ling Rogers Posts: 3
8/29/2022
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I use PowerPoint to help students with Autism to complete the 2D project about color. 1. provide a slide with different shape (circle , triangle , square).. Students to move the shape to create their Artwork. Then Students were told to fill in the shapes with (warm color Red , yellow , orange)
for those when have complete this step. I will challenge them to use insert tool to pick the shapes that they like - fill in the color for the shape.
I also use the smart board to demonstrate and also let student to use the interact tool to try it on the smart board
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marjorie mcgowin Posts: 3
9/5/2022
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Cooperative learning and peer partners are two strategies that work well together and have been helpful in my classroom. With cooperative learning students help each other understand and complete assignments without letting everyone in the class know what they are having difficulties with. Peers Partners and cooperative learning groups can easily brake down instructions so that each person can understand what the teacher has assigned. I have created cooperative learning groups in which the student in need of the extra help became the group leader.
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Jason Helbling Posts: 3
9/6/2022
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I can support my fine arts educators use of explicit and intensive instruction for students with disabilities by including them in PLC's with ELA and Math teachers. Many times, due to statewide assessments, fine arts teachers are left out. We put most of our focus on the core. Our school will include all teachers in the same PD opportunities and involve them in the planning process.
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Olivia Clancy Posts: 3
9/8/2022
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I have embraced technology as a way of engaging all of my students, but I've found that my students with ADHD and speech impediments particularly thrive. One tool I have incorporated into my lessons is "Kahoot!" The kids love competing with each other and enjoy the visuals and sound. Knowing that they are going to have their understanding/comprehension checked in a fun game motivates them to pay attention to the lesson/videos I show.
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Jeanne Hayslip Posts: 8
9/15/2022
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Wilhemina DeNunzio wrote:
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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Jeanne Hayslip Posts: 8
9/15/2022
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Wilhemina DeNunzio wrote:
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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Jeanne Hayslip Posts: 8
9/15/2022
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Strategies through the use of technology and visuals for students with autism, D/HH impairments, E/BD disabilities, and muscular or neuromuscular/orthopedic impairments provide methods of teaching students with disabilities, as all educators now realize. However, one of the best and one very necessary tool educators need to use is to familiarize the students with historical and contemporary examples of great musicians, writers, dancers, artists, and actors with whom the students share similar handicaps. Beethoven's deafness, John Milton's loss of sight, Van Gogh's deep depression, geniuses such as Albert Einstein, Charles Darwin, and Elon Musk's autism are just a few examples. Artists universally admired such as Michelangelo, Leonardo da Vinci and great inventors such as Henry Ford, Alexander Graham Bell all displayed symptoms of Autism Spectrum Disorder, ASD. Actors such as comedian Jerry Seinfeld shares his struggles with E/BD behavioral disorders. Nikola Tesla, inventor and the great psychologist, Carl Jung, both suffered from E/BD anxiety. Stephen Hawkins and Christopher Reeve were paraplegics, and Franklin D. Roosevelt suffered orthopedic impairment during his presidency. Connections with these struggles of musicians, composers, actors, scientists, and artists can relieve anxiety and establish relationships of mutual respect and understanding in the classroom and throughout life that will inspire and offer comfort to students with special challenges.
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Jeanne Hayslip Posts: 8
9/21/2022
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As a high school English teacher who encouraged creativity through cooperative learning teams drawing story maps, literary posters and book covers, illustrated haikus and sonnets, my students with disabilities in inclusion classes benefited from a variety of instructional strategies of tiered lessons designed to challenge them by adjusting the pace and complexity of lessons, individually differentiated assignments according to their ability and interest levels and mnemonic instruction to process ideas and concepts according to various visual memory triggers.
Graphic organizers such as Venn Diagrams and story maps, semantic maps to conceptualize vocabulary according to the word's qualities and attributes not only captured their interest, but allowed them to individualize their maps through color, texture, and medium. For example, gluing brightly colored tissue paper or found objects as well as drawing and even creating Venn Diagrams using wire, paper chains ,rubber bands, string, and clay.
One Shakespearean Big Ideas project involved conspicuous strategies for cooperative learning projects on Elizabethan era models selected by each student according to their interest and abilities. One team wanted to draw a detailed poster of the Globe Theater and were intimidated by the detailed examples found through googling images on the internet. When they found one architectural plan that had the best clarity and details, they used the classroom teacher computer to project the image onto a large poster board taped to the white board. That provided the scaffolding to trace the outlines of the theater building, The next day the class met, they felt confident to draft the details of the structure, and by the time the project was finished, folded the poster board to form a free standing tri-fold of the Globe Theater. Other students selected key quotes and illustrated them, for example with red paint "blood" for Macbeth's bloody dagger.
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Megan Welch Posts: 3
10/3/2022
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1. I have used Venn Diagrams and other concept maps extensively in my AP Art History and AP Art & Design courses. These visually help students see connections between very different works or art and artists across time. These also assist those students who might not necessarily be able to read a passages in a book and right away see connections between two concepts. These visual aids also assist students with procedures that have many steps separate tasks while seeing the big picture. Another strategy I've used are task cards. My students use them for their sketchbook assignments. With these students are able to target their interests in their sketchbooks and build a body of artwork that reflects their own interests and strengths.
I have a student that has limited mobility in one of their hands. We have found that using low tech solutions like adaptive brush holders for paint brushes and adjusted the types of mark-making tools they use when creating has really helped build their skill in drawing and feel confident in their ability to tackle some of the more challenging projects in regard to fine motor skills/dexterity. These tools have helped art-making become more meaningful to my student.
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Beata Lieders Posts: 3
10/8/2022
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I have one class period that includes our life skills students and throughout the classroom you will see lots of cooperative learning taking place. It's a great way to have all students learn and work together. I have one student that has orthopedic impairments; I have separate tools for him to use that are easier for him to handle, I also have a peer helper when he is in greater need while working with clay.
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Regina Patz Posts: 3
10/9/2022
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I regularly use task cards (called skill builders) in my class. This gives opportunities for students to observe and practice their skills. Providing plenty of visual cues assists student's ability to be independent.
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Terri Lynn Alexander Posts: 4
10/19/2022
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I have used in the past google slides for students to create their own portfolio of work throughout the year in order for them to analyze the progression of work and growth that has taken place. I find this really helps students that are EMH to build self-esteem and to be able to talk about the meaning and process of their work which is a requirement for the end of the year assessment.
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Anique Stubbs Posts: 3
10/25/2022
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I have a class currently with 28 students, and 5 students with disabilities and one ELL student. Five have ADHD, one has ADHD and ASD, one has Specific learning disability and language impairment, and one is gifted with severe anxiety. Because of this class size, and demands from each student besides managing behavior and differentiating instruction, I utilize Google Classroom to give them my entire slideshow with visual references, and guided drawing instruction, as well as references for inspiration, and a bulleted list of the process. This is after our initial instruction, introduction of the lesson/project, and having them watch my project from start-to-finish, which I pre-record and speed up so they only have to watch careful parts with more instruction, and repetitive processes are sped up as needed. I add music and sound effects to keep their attention during these transitions in the video. I've also included video versions without editing for those who need the longer-paced step-by-step every step of the way videos, and super short versions for those who are ready and able to make it their own without any needed supports.
I have two students who need consistent affirmation and check-ins, and because they have the entire slideshow, I am able to guide them to the appropriate slide or references on the slideshow where they can watch the video of my instruction, and pause it as needed. This allows me to be available for more students, while giving them the tools they need to work independently. This is not all of the support offered, but this is the technology I utilize for those students.
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Tami Wolf Posts: 4
10/28/2022
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Cubing: When learning about a particular artist or art style a student may choose to make a cube as a report and cover six areas Artists stats, famous works, style and other artists of the time period, favorite work mini reproduction and what it means to them or reminds them of, etc.
Venn Diagram: when comparing two different works and or styles or even 3 works 3 vases of flowers how are they alike how are they diifferent - collage, photograph, oil painting all colorful, all still life one uses cut paper and glue, one is a photo, one is a painting,
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Lori Patton Posts: 4
11/7/2022
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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.
I use technology often to help students who struggle with understanding the steps to a project. I have used sketchbook to help students understand the use of a background, a silhouette, scale. These are very easy to help students see the visual vocabulary. When we say it's in the background and we can move a layer behind an image they see the vocabulary in action. I often also combine a few pieces of paper to help with the concept of layering. Moving papers up and down in a stack.
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Alan Mathison Posts: 3
12/5/2022
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I had a student with an orthopedic disability who had issues controlling a mouse and buttons on a standard computer. I was able to trackball system and separate trackpad to allow the student to use Photoshop easier.
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LAURIE HOPPOCK Posts: 3
12/20/2022
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Prompt: 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.
--Task analysis strategies, breaking a task down into smaller manageable parts would really help my students develop confidence in mastering small steps while building their ability to work independently utilizing simple, clear instructions for tasks. I really like the idea of the learning contract as well. I think this would be an excellent way (and one that has real-world tie-ins) to meet with the student, make a formal agreement about goals in the classroom/expectations for work, but then offer them meaningful, engaging independent work opportunities. My students need that tie in to real world applications as well as the knowledge that they have some control during the learning process and this offers that and so much more!
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Jennifer Griffin Posts: 3
12/29/2022
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I had a student with a TBI who seemed to grasp the overall content of the lesson but would need repetition with the skills that being honed. With the aid of an IPAD, the student was able to make connections while viewing examples of art work and focusing in on a particular skill ( line, shape, form, etc...) Recreating the eye hand coordination on the IPAD helped the student to gain confidence to recreate these strokes on paper and later, in their work.
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