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Joseph Barefoot Posts: 5
1/18/2019
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One way I have recently been able to use technology to assist some students with disabilities is the chromebook cart. It allows some of my students that suffer from dyslexia the ability to use spell check and dictionary to help them with their artist statements and research requirements while allowing me the opportunity to comment on their work while it is in progress instead or being at the end.
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Halena Wolf Posts: 5
1/18/2019
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Two strategies that I use and will continue to use and improve upon are: Cornell Notes and Peer Support.
The systematic way of taking notes in a two column format is working well for me and allows for a lot of modifications, and chunking of information based on the student's needs. All students need to see the format modeled, but then as information is presented, usually according to ability, students assess the importance of the different information and note it. Some corrective feedback and practice later, most students are able to grasp at least some of the information. The benefit of this is that it can be used in other classes and subjects. Some students have trouble discerning important info from non or less important information. The teacher is able to make adjustments in presentation accordingly and cue students about important points.
Peer Support in useful in my classroom because I have a wide range of learning differences. For many of my students, help from a peer is preferable to help from me. It has the additional benefit of reinforcing the information for the peer offering the support.
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Danielle Yarusevich Posts: 3
1/19/2019
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The strategies I use in the classroom are Peer Partners, Sematic Maps and Cubing. I feel using peer partners is very important for the feeling of success in my lessons. It allows each student to not only show what they learn in the project but also explain what they learned using the view and experience of others in the classroom. Therefore if a student missed a fact or particular step or information it is learned from other students. I usually teach art periods through artist of that time. We use Semantic maps for each artist and particular keywords to help the students remember. For example when teaching the artist Leonardo DaVince they would circle his name and branch of the circle by adding words like Renaissance, Mona Lisa, inventor, paintor, ect....The students then has a chance to express what they learned through choicing an a particular piece of the spotlighted artist and use a cubing type of way to critique the piece with a peer as class presentation. Therefore, each student may learn information not realized or taught before.
As for technology, I allow students to use the internet to see varies pieces of artwork of the artist studied and allow them to choice the piece they like the most to find further information about the piece and artist. The internet is an excellent tool to allow the students to study the artist not only by their pace but also what interests them which guides me as the teacher to create and modify lesson plans more to the class and individuals.
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Susan Convery Posts: 3
1/19/2019
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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.
Some of the technology programs I use to support my students with disabilities are Google Classroom, Google Docs and Google Slides. All of my assignments are posted on Google Classroom with links to all of the background they need including my lesson plans which are available to them on Google Docs. All of their research assignments are done using Google Slides which I own and share with them so they cannot be "accidentally" deleted. This way I can track when they work on their assignments and I can add private comments to them before the work is submitted for a grade. It helps me to support them in returning to their assignments when I can see when is the last time they opened it to work on it and it helps me to point them in the right direction when they research incorrect information. Google classroom sends reminders to them and tracks all of their due dates, Google Docs gives them access to a "living" lesson plan document that I can change as I learn how teach the subject better and Google Slides allows us to work collaboratively and privately.
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Keila Vega Posts: 3
1/23/2019
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Some of the strategies that I like to use with my students is Peer Partners. I feel like they need to know more each other and a student usually get better and more information with a peer partner than the teacher. At this mometn Im using a lot this strategy. It have been the better way to get a connection with then, because the student has the opportunity to express heir knowleges.
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Keila Vega Posts: 3
1/23/2019
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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.
I can use journals to benefits my students assessment. Specially y arts, in that case the can keep follow what we are learning in the class creating reflection or notes about how he feel with the class, when he think is aproppiate to continue his improvement. Also the can work with a portfolio of their work together with the journal to continuing get focus on how far he can go with this factors of what, where, how and when, why.
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Lonnie B Beadles Posts: 3
1/24/2019
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As a district administrator, I would vow to make sure that every fine arts classroom is equipped to handle students with any disability. Accomodations would be made in order to allow these students to be able to meet the same requirements as students without disabilities. IDEA and No Child Left Behind are the cornerstones to this effort. We have found that fine arts teachers are not often equipped with IEPs to allow for a least restrictive environment.
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Lonnie B Beadles Posts: 3
1/30/2019
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As an administrator, we tend to view explicit instruction as systematic, direct and success oriented. Research shows this to be good for both general and special education students. Explicit instruction is irreplaceable for struggling students who could not otherwise unlock the material. One example I could give is when a student a strategy for taking notes on some text, but that strategy may be laborious and the notes they take may be incomprehensible. This particular student could benefit from explicit instruction on a better or effective alternate way.
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Sarah Luesch Posts: 3
2/2/2019
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One way I've used technology as an art teacher that has met the needs of a student with a disability in my classroom is with Kahoot! on the Smart Board. One of my students has language impairments and was having a hard time when we would do a review of vocabulary/artists/art movements when I call out a term and ask for the definition. It simply moved too fast for him and he felt under pressure to respond in a timely manner. I tried using the review in a Kahoot! game with the terms and visuals at the same time and allowed the students to work in small teams. I could also set the response time so it would allow the students to discuss and help each other arrive at the answer. This helped the one student in getting the review in verbally, visually, and with the time he needed to remember, process and respond to the information.
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Dabney Abbott Posts: 3
2/4/2019
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I had a student with an orthopedic disability that could not hold items in her hands and they were not fully developed. We were working on a Jackson Pollock inspired painting and used the Jackson Pollock website on my Clear Touch touch screen monitor so that she could just touch with her hand and paint like Jackson Pollock. I screen shot her piece when she was happy with it and had it printed on canvas at UPS so that it would look just like the other students.
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Andrea Obenland Posts: 3
2/5/2019
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1. Students struggling to organize their thoughts when planning their piece from research to studio work would first create a Semantic Map in their sketchbook (mind map) and begin with the overarching idea in the center. From what they have researched on the artist they will begin writing ideas off that main idea of how best to create their finished piece. This could include media used, symbolism, images for research, etc.
2. I could also use the Learning Contract with various students in hopes that this could help in organizing their work based on skills that they will use, content that they will include, what timeline they will need for the entire process, and come to an agreement between them and myself.
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Michelle Farah Posts: 1
2/16/2019
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Selected- 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 student’s disability. Share your response in the threaded discussion.
To facilitate peer conversation during art critique while ensuring that conversations are content related and respectful. I plan to use Mnemonic letter strategy with my students: TAG. Tell your peer something you like about their artwork, Ask the peer a question about the artwork, and Give one constructive suggestion for how the art could be improved. Students tend to feel put on the spot when they are asked to speak about another person’s work, especially their friends, and T-A-G will provide a roadmap as well as help with pacing and the momentum of the conversation since the student leading the critique will verbally TAG whose art will be reviewed next. I feel this would greatly help my students who have autism and other health impairment.
I use the self-evaluation and reflecting strategy but reading the Reflection Strategies piece made me realize I could extend the learning by not only asking what students found most challenging, but also question “what could you do different next time” or “what can you do now that you were not able to do prior to this task/project”.
I currently give students a written self-assessment rubric before I grade their work. They put a checkmark next to the level of achievement where they think they are for each task specific criteria. Mostly I find that they are far more critical of themselves and mark lower than I do. For my students who have content disabilities, I could create a visual rubric where the level of achievement is recognized by a pictorial range of criteria, for example displaying an image that shows 3 levels of craftsmanship.
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THOMAS RAY Posts: 3
2/18/2019
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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.
For the 3D Animation class, I noticed quickly that students of all types were having a hard time drawing with the mouse. As a result, I asked for drawing tablets for ALL students. The inclusion of these tablets has helped greatly especially with students that have fine locomotor skill issues.
These drawing tablets offer another way to complete the basic drawings and requirements of the class.
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Carrie Crosby Posts: 3
3/8/2019
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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.
Two strategies that would be highly effective in the art room would be peer partners and task analysis/chaining. All students come into the classroom with varying abilities. This can be used to your advantage by having peer partners. They can offer suggestions, remind, and critique the disabled student's artwork. Task analysis or chaining is an excellent way of breaking down the steps into a more manageable, understandable process for learning disabled students.
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Mai Keisling Posts: 3
3/12/2019
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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. Share your response in the threaded discussion:
I have a number of students with emotional and behavioral disabilities in my classes. Because the classes are mainly sculpture-based types, students are very much hands-on everyday. However, to help them even more successful, the directions are Repetitive but illustrated in different means. I often group them with other students as in Peer Partners at the same table. These students serve as additional Modeling besides just me during the lecture, demonstrations, or verbal illustration of particular skills. In a way, it is grouping them in small divisions of peers to help Scaffold what they might not have received enough information before I can get to them as I make rounds around to all tables. I also find that frequent informal assessment one-on-one with them and all others allows for them a chance to resolve misunderstanding and/or finding solutions along the way instead of at the end of the project when it is already too late which may even cause them serious anxiety and frustration.
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maidinhkeisling
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areti c Posts: 4
3/28/2019
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Two strategies I use in the class room are cooperative learning and self-evaluation/reflection. Cooperative learning allows for interaction, perspectives from others, discussions, and peer teaching. Students with disabilities can really benefit from this because they can receive help from and learn from peers while practicing social skills. The self evaluation and reflection is essential to student growth. It causes them to think about what they have done; the planning, the process, and the result. Students analyze their works and discover what they like or dislike, make suggestions on how to improve it, and reflect upon how they can use what they've learned in the real world. Both strategies can be very powerful tools in the classroom.
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Kris Campbell Posts: 8
3/30/2019
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I had a student on the autism spectrum that had a real problem with paint getting on his hands. We were doing a pointillism painting project, so I let him use the paint program on an ipad to create his using digital dots of color. It looked really awesome, and it worked perfectly to accommodate his tactile defensiveness to the messy paint without sacrificing his comprehension and ability to synthesize the information on color theory with the style of pointillism.
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Kris Campbell
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cynthia novak Posts: 3
3/30/2019
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I have used Peer partnering many times with different students with disabilities because students can share their particular gifts while helping each other and i takes away the pressure of the teacher. I had one ADHD student who had great difficulty with authority. He had in addition difficultly with his gross motor control, so he was embarrassed to make any marks. He also had a great sense of humor, so used that in class to avoid working with his hands. I let him find his partner and this person patiently guided him, showed him how to do different steps, was totally nonjudgmental and was successful in getting him to try. They shared ideas and he helped his partner weave some humor in her work. Anther student had was totally paralyzed with no ability to talk. When i went into do projects we would hold up colors and this person would communicate with their eyes--looking a their choice and guide placement. Finally I implement chaining and ask analysis to break down processes into small parts making what would be a difficult to grasp project into easy segments.
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cynthia novak
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Margareth Fleming Posts: 3
4/2/2019
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Task Cards would be something that I could implement easily in my classroom that students would very much benefit from. I often include videos for them to watch of myself doing the assignment, so that if they get lost or confused they have something to reference. For some students though, this is too much for them to try and do all at once and they really need it broken down into portions for them. By using task cards to break down the steps, it would appear much less complex and at an easier level for them to obtain.
We also use Peer Partners a lot in my classroom. I tend to strategically seat them in a way that allows them to have people on either side of them that they could ask for help if they get stuck. My classes are always on the larger side, so it's easier for the quiet ones to get lost in the shuffle and end up needing help much longer than they should. If they have partners that they can get help from, then it makes it so that they can much more quickly get help instead of waiting for me to help other students before them.
Like I mentioned, I'm a tech teacher and the biggest tool I have discovered is providing videos of myself talking them through completing the drawings they have been assigned. It's easy for them to get turned around and confused - and often they know how to do it, but they second guess their abilities so much that they wont even attempt it. By having the videos, it's that extra security that they need without my having to sit next to them the entire time.
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christina Rynasko Posts: 3
4/11/2019
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I use two strategies that I think would be highly effective in the art room, peer partners and task analysis/chaining. All students come into the art room with different level of ability. Peer partners. They can offer suggestions, keep other on task and critique each others artwork. Task analysis or chaining is an excellent way of breaking down steps into a digestible chunks for students
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