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Andrew Sangas Posts: 4
1/11/2023
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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 classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
One thing that I have done in my classroom to meet the needs of one of my students (Student A) with a disability is in the form of the learning tutorials that come with the editing software that we use in my program (Adobe Premiere Pro). While other students in my class work at a faster pace than he does, Student A is able to work through the tutorials at his own pace and learn the basics of the video editing process, as well as the tools provided within the editing software. He is a very low-performing/functioning student, so this assisted him as, again, it let him work at his own pace and learn how to edit without feeling the stress of keeping up with me during lectures or with the rest of his classmates. I typically tell my students to just ignore this function as I will teach them what they need to know, but in Student A's case, it actually proved to be a very useful tool! I guess this would technically count as differentiated instruction/assignment as well.
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Ashley Monks Posts: 3
1/12/2023
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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.
- I have an ipad pro in my classroom for student use. We use scribbly and Crayola draw in class. My student has low mobility of her hands so her markings she creates with her whole hand creates lines when she touches the screen.
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Bryan Johnson Posts: 2
1/17/2023
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As a digital art teacher, I have had several students who are visually impaired. I have had larger dual monitors installed at their computer stations. I taught them how to use the built in magnifier. They can use one monitor to navigate and the other monitor to see everything magnified. I had to fight with our ET department to get the monitors (who is going to pay for it? Why is it needed? etc.) I also showed them how to use high contrast mode. This really helped them be successful in my class. I also had to modify assignments to give extra time or truncate the assignmnets.
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Kathryn Swartz Posts: 3
1/22/2023
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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.
I have recorded my demonstrations to provide step-by-step instructional videos for students with DD, ADD, ADHD, ASD, SLD, or others that may need their art processes and techniques broken down or chunked into more manageable tasks. Our students each have a school-issued laptop that they can use to access these videos. They can also watch the videos multiple times for repetition and practice.
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Tami Posts: 3
1/23/2023
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I use google slides every week on my smartboard to create an agenda with various links to instructional videos. That way if a student with a disability is out of my class for therapy I can refer them to the google slides and they can view the demonstration at their own time to get caught up. I use Screencastify to create videos or add verbal instruction to lessons which helps my struggling readers in the classroom.
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Sarah C Lindsey Posts: 2
1/24/2023
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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 had a student last year who was DHH and I used a microphone that transferred to an ear piece in her ear. It helped her hear the words I was saying on top of being seated facing me so she could read my lips and my use of signs throughout the class.
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Andrew Bowen Posts: 3
2/5/2023
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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.
Peer Partner - I find this helps with a variety of disabilities, but I often use it with students with autism. The students often feel more comfortable asking a peer partner for help than myself.
Chaining - Chaining helps my autistic and ADHD students complete bigger projects by breaking the process down into smaller, more manageable tasks.
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Carina Conaway Posts: 3
2/7/2023
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Task cards would be a great addition to my classroom as a resource for students in their learning/discovery stages. I think being able to break down the lesson for all learners and the multiple strategies/steps in their artistic process provides adequate pacing and a good use of connection from the materials previously taught.
I do use our classroom laptops quite often, with visuals and videos linked for students who need more examples of the projects/steps we are learning about, so I think continuing to do so is an effective way to reach multiple learners.
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emily kyle Posts: 20
2/28/2023
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I had a student who was very bright however was wheelchair bound, unable to walk and had limited use of his arms. He could however use his arms in a limited capacity. He could lift his arms and use one finger to tap/click and drag on his ipad in my Art class. We found a free app to include on his ipad for drawing. I adapted my class to include the images that were on the app that this student had on his ipad. This small adjustment made all of the difference in the world for the one handicapped student and bonded him with everyone else in the class as they were all working on the same pice/study in art. He was able to animate his drawing which made everyone in the class smile and tell him what good work he was doing.
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Stacey Strell Posts: 4
3/4/2023
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Our school has added sketchbook to our iPads which has helped students with assignments that are more difficult to do based on the materials needed. They can complete any given assignment in a different way. I have also researched many "how to" videos for students who may need more time and clearly defined instructions and modeling. These students can then play the videos and start, stop, repeat instructions and have a visual and auditory teacher for the assignment they are doing.
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Lauren Rosa Posts: 4
3/13/2023
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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.
I utilize chaining, exit tickets, and student written reflections. Chaining and chunking are particularly helpful with creating a step by step approach, so students gain confidence and build on their newly acquired skills and knowledge. I love using exit tickets and written reflections to check for student understanding and assist with recognizing areas of deficiency or struggle.
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Lauren Rosa Posts: 4
3/13/2023
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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.
I utilize chaining, exit tickets, and student written reflections. Chaining and chunking are particularly helpful with creating a step by step approach, so students gain confidence and build on their newly acquired skills and knowledge. I love using exit tickets and written reflections to check for student understanding and assist with recognizing areas of deficiency or struggle.
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Jennifer Moore Posts: 3
3/19/2023
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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.
I use chaining- putting tasks into smaller steps- manageable chunks according to readiness. Guided Drawings, that then release to pairing and finally independent. Often, I see the Backwards chaining as necessary, and helps release to independent learning and skill building. I also really like RAFT and use that in Art History- writing a postcard from one artist to another (student has to embody the artist writing to another like Dali writing to Kahlo.) It really perks up their interest level and makes it a fun learning experience that sticks.
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Nicole Carpenter Posts: 3
3/23/2023
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Strategies that could be implemented in my classroom are Cornell Notes and Venn Diagrams. Cornell Notes can help a student with disabilities to chunk the information and the summary process at the end can solidify the concepts they are working on for that lesson. Venn Diagram are a great visual way to help students see the similarities and differences in topics we are studying - it minimizes the emphasis on writing out the responses and instead helps make the concepts more concrete by visually placing the concepts in different locations in the circles.
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Jennifer Gironda Posts: 3
4/5/2023
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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 really love to use Peer Partners because I feel that it is so beneficial to both students, and it is in keeping with Marzano (which is big in my district) The student that is assisting is able to 'show what they know' and further their own skills while helping another student. I feel like sometimes the kids listen better when it comes from a peer, they are able to put it in 'kidspeak'. Also, it helps to create a sense of community where we are invested in not only our own learning but also the learning of our peers.
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Andrew Hoffman Posts: 3
4/7/2023
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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 had a student in my middle school art class who recently went through hand surgery. She went to occupational therapy to work on her muscle movements and dexterity but still had a terrible time holding/controlling a pencil or paintbrush. We were creating work exclamations artwork (the kind of WOW! or POW! you'd see in comic books) and students needed to include at least three shapes to support their word. My student was having difficulty with creating stars and was becoming frustrated. I had her take out her Iphone and asked her to go to her Texting app. Once there, she could click on an app called, Digital Touch. Using this feature, she could practice making stars with her finger indefinitely, or at least until she practiced enough to where she was ready to put graphite on her finger and draw stars for her project.
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John Aho Posts: 3
4/17/2023
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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 classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have used both tablets & classroom computers loaded Adobe Creative Cloud, which includes both Photoshop & Illustrator. I will allow students (with disabilities) to create digitally when it is best for the students. I have noticed that students that have difficultly drawing using a pencil can sometimes draw with more ease using an electronic device (tablet, computer or even a smart phone). I know the skills are activated differently; the control of the line drawn is often controlled extremely differently. I am a very talented illustrator in traditional media, but I cannot draw to save my life in some digital programs. They require a different set of skills. Often that difference is what makes it possible for students with disabilities to be successful in art. I have seen outstanding outcomes on many occasions. One student that comes to mind, had a slight hand tremor. When they drew with traditional tools their lines would be very wobbly, and they would get very frustrated because the drawing was not turning out how they wanted it to. I suggested they try either the computer or their tablet. They had some art programs on their tablet, so they choose to use it instead of the computer. The software was not as sensitive to the student’s unsteady hand and they were able to draw the line they wanted for their assignment. This student also could have used a program like Illustrator which uses bézier curves to create lines and then allows limitless editing of the line to make the shape the student envisioned.
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Renee Dubber Posts: 3
4/17/2023
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I had a student in my class that was having issues with using their hands to type on the computer keyboard. I was able to adjust their seating and work the keyboard so that they could just use one hand. I then was able to accommodate some of the assignment questions in order for them to keep up with the class. It was a win for all.
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maria emilia steiner Posts: 2
4/18/2023
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A couple of years ago I had a student that had difficulty with the motricity on his hands. He could not hold pencils to write or grab much of anything. During a visual art critique, students were asked to write down their opinions about the artwork on a worksheet. These answers were about a piece of a ceramic piece by Puebla Pottery and the pictures were posted on Google Classroom.
I used Google Documents and the microphone tool to record the student's response. Due to his hand motricity disability, he struggled to write out his response on paper. Using Google Docs, I was able to create a collaborative document where he could easily dictate his response verbally. This feature not only helped him complete the task with ease, but it also allowed me to accurately capture his thoughts and ideas without any physical limitations getting in the way.
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jennifer s powers Posts: 3
4/21/2023
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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.
Working through the semester I have used several of the tools described in this chapter beginning with the Kagan strategies. I have adjusted the group members based on ability and positive result. My grades are for each individual and based on participation, cooperation, and ability to demonstrate skills taught. I often move group members to achieve student success since group dynamics, enthusiasm and understanding the goal are key to the best participation.
I believe that the most important element of art is the imagination of the artist and that of the observer. I realize Art Educators have a real list of elements and I teach those but, this is mine. I placed the word imagination on each table at the beginning and end of each semester and have the students draw something from their IMAGINATION. Then I place the words and art all over the room. I teach concept and skills but, imagination and creativity comes from within each student. I instruct, inspire and facilitate.
Using Chaining, we discuss the gift of reading and how literature allows the reader to travel to real or imagined lands and be anyone they want to be. For some, reading is difficult but they know films and for some, creating art is difficult. I use our computers and Disney to allow research opportunities from which to build our final assignment. We spend time with Disney’s IMAGINERING and, since we live in Florida and explore those careers at Disney and explore options and continue to think along the lines of the IMAGINERING process to design the imagined worlds the students create.
As a whole group I introduce Graphic Organizers and we use a Semantic Map for 2 or 3 concepts on the white board. One was our country, U.S.A. was written in the circle in the center and symbols in each circle around it ; Statue of Liberty, Washington Monument, Mount Rushmore, Disney and things they love like Mc Donald’s (golden arches). Their interaction was key.
The students worked in groups to brainstorm worlds from favorite books, movies or places they have been. They were tasked with listing/drawing symbols or identifiers. This leads into a discussion of 3-D images using task cards for foods for their themed restaurants, toys to be sold that go with the theme. They design advertising and admission tickets with LOGO and I worked with each group as they placed their theme and images on the graphic organizer.
The exciting thing about this is that the composition of the groups change as they found new friends that have common interests. It also allows me to adjust the dynamics of each group. This created genuine interest, excitement and investment in each organized concept. Depending on the excitement commitment and class energy, this leads to a paper mache depiction of the world that was created or even a new idea.
After we cover how Art and the Artist’s imagination can take you to other places, we start the concept of Art allowing the Artist to become other people. We research and investigate the history and use of masks in a variety of cultures and countries and begin to design a personal mask working with the concept of our imaginary world. After the design is illustrated in 2-D we created paper mache forms to use as a base for the 3-D images that define the imaginary world. In most cases the students fell back on familiar concepts. We had a Cat world, an underwater world, a winter wonderland, a Bible land, Sports, Cars, planets, a S.W. American Indian world, a world of birds and one of snakes. It was very exciting to see the individual imagination and what they create. Teammates helped those who needed an assist.
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