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Tom Alvarez Posts: 3
3/6/2021
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The one main way that I use technology in my classroom to help students with disabilities learn better and faster is by using a projector, screen, and computer to project videos that I have created myself teaching my subject. This is extremely effective because of the fact that I can zoom in on objects such as coil pots or painting techniques and allow the students to see in great detail how the application works in real life. By utilizing the video camera, I can record just about any information that I wish to share with my students. The great thing about this is that while the students are following along with me in the video, I am free to traverse the classroom and individually help students that are struggling with the project at hand. This allows me to be in two places at one time. Since I don't have any type of paraprofessionals to help me in my classroom, the use of video and roaming the classroom is a huge plus in having the students better understand the lesson and process of art creation.
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Sarah J. Renfrow Posts: 3
3/22/2021
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I love using tiered lessons to approach my classes which include students that have many differences such as age, background and skills. Adapting a lesson to the student as needed, allows for flexibility for my diverse students. I also use graphic organizers as much as possible to create connections between projects and content. I am a visual learner teaching visual arts, so demonstrations and examples are also tools I regularly tap into.
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Julie Fahey Posts: 4
3/22/2021
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Two strategies that I use in my art classroom are Tiered Lessons and Peered Partners. It is necessary to tier the lessons to meet the varied abilities of my students, including students with specific disabilities. My students with disabilities receive more one-on-one help, especially at the beginning of a unit. I also require these students to do fewer numbers of the required items, for example draw 3 instead of the required 5. If more time is needed, I do not take off points for turning the project in at a later time. Peered Partners is a great strategy when we are doing activities that involve reading or writing. My students often do art analysis of a given artwork. It is beneficial for the students to work in pairs so they can discus what they see and can decide what to write about for each prompt.
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Carrie McGugin Posts: 3
3/22/2021
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Task cards could be used in my room to help break down multi-step activities, like when we do watercolor painting practices. Small reminders would create independence and support students who need tasks to be broken down into smaller bits, especially when we are doing new skills. Peer partners would also be a great way to provide support to students, like when we do a building activity. There are a lot of steps, and trial and error is necessary, that could lead to frustration if done alone or with a partner who also needs more support. A carefully chosen peer partner will be able to help a student in need without appearing any different to any other pairing in the room.
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Matthew Huro Posts: 3
3/23/2021
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My class is digital art, so technology use is pervasive within the class. With that, I have learned to address the needs of students in my classes. I try to utilize typing for notes and responses which has made it easier for students who have accommodations to allow for typed responses. On Google Classroom I have made sure to post materials for students such as videos, presentations, demonstrations, etc. so that students who need to have access to materials have them throughout the class. I often allow for students to have a choice in their assignments and will scaffold to their abilitiies so that they are meeting the content expectations and are actively partcipating in the class. For instance, say we are covering the elements of color and value, and a student is struggling with the modeled artwork example. That student can approach the same concept through a different tecnique that is easier for them or change the subject matter to something that appeals to them. I will demonstrate the software throughout the class as often as my students need it and will do it next to the student, prior to the pandemic, on a one on one basis as well.
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Emily Kent Posts: 3
3/25/2021
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I have students with behavioral needs and ADHD. Setting timers with rewards attached allows students to work in small chunks with the promise of a reward. We use iPads and laptops to both set the timers and provide quick games for students to play as a reward system. I also chunk assessments and assignments by cutting the original assessment/assignment into parts (similar to the task card method discussed).
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Marisol Searles Posts: 3
4/7/2021
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I have a student with orthopedic disabilities that make it hard for him to use traditional paint brushes and paint. I have used digital art programs such as Procreate, that allow him to use several different mediums digitally. This allows him to paint and draw lager areas with more ease and zoom in on small detail areas that are usually very difficult for him due to lack of fine motor skills. It makes him extremely happy and succussful. It seems to level the field for him.
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Mary Garcia Posts: 3
4/19/2021
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I regularly use peer partners, guided notes, and self evaluation and reflection. The peer grouping helps disabled students by repeating directions and helping students stay on task . Guided notes help all students organize new information. I have guided notes for all reading assignments tied to art lessons. All students are expected to self evaluate. They must determine what worked and why they think it worked as well as determining if they would do anything differently (and why) Every student benefits from the self evaluate and reflection.
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Justin Posts: 5
4/27/2021
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I have used technology on multiple occasions in order to implement scaffolding techniques. At the Charter School I was previously employed at, specialized in helping Tier 1 students recover credits and, often times, transfer back to their primary high school. Computer work was mandatory in every classroom and one of he programs we loved using was Reading Plus. This program would assess a students reading level and prompt to them to answer questions based on digestible chucks of information. As the teacher, I could reinforce the lesson with any one of three handouts separate by skill level. The follow up work is separated into 3 levels, beginner, intermediate, and advanced. These lesson would only follow direct classroom instruction and small group work.
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Justin Posts: 5
4/27/2021
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Jayce Ganchou wrote:
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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Justin Posts: 5
4/27/2021
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I think the sketch books are a great idea. That and having your students move from activity to activity should be a great for keeping their. attentionJayce Ganchou wrote:
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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Shaneka Ferrell Posts: 2
5/4/2021
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As a school counselor at a performing and visual arts high school, I am faced with student challenges from all respected performing art areas. One struggle in particular that I have found are students enrolled in AP Art History have difficulty with note-taking skills. I have found the implementation of cornell notes to be highly effective. During my meetings with students we explore their current note-taking system and explore different strategies. My (non) SWD have equally found the process to be simple to use and efficient for taking, organizing and reviewing their notes.
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Kelly King Posts: 3
5/11/2021
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Two strategies I have used in my class to teach students with disabilities are graphic organizers and using different teaching methods for different learners. For example, when I introduce the Principles of Design I have the students create a poster with all the Principles on it. We then have a gallery show where I teach gallery etiquette and we vote on the best poster. Middle Schoolers love competition and moving around. The poster acts as a graphic organizer and students are showing their work and critiquing. When I teach this lesson I have a powerpoint and videos that I show the students so they have more opportunities to learn in their own way.
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Mary Etta Rokusek Posts: 3
5/15/2021
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In my 3D classrooms, I have done some peer partnerships, with students working together to complete a task. I also use graphic organizers to help with sculpture and ceramics vocabulary. Before the pandemic, I had few cooperative learning tasks. My particular favorite are the various graphic organizers, Thinking Maps and so on.
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Karissa Herb Posts: 3
5/18/2021
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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.
In the past, I have had students with ADHD. Being able to use technology and record my lesson has helped students in many occasions! This gives students the chance to go back and relearn, or catch something they may have missed the first time around. It feels like there are multiple teachers in the room because as I am giving hands on help to one student, another student is able to rewatch the lesson I have already taught.
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Janette Carter Posts: 3
5/18/2021
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- The strategies that I implement often in my art class to help students with a disability are peer partner and guided notes. I am lucky that I am assigned teacher helpers. My teacher helpers can provide peer partners to students with disabilities. The students with disabilities and my helpers enjoy their time working together to gain knowledge and reach their learning goals. I frequently use guided notes in the beginning of each new lesson. The guided notes have important words, terms, and concepts they need to know as well as a visual.
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Joyce Beck Posts: 3
6/1/2021
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Two strategies
Cooperative Learning I've used this a lot. Students with various skills can work together to construct a product of some type. Some enjoy organizing, some like to do research, some like to be creative. One important aspect is that everyone should have a job and be responsible.
Venn Diagrams---Excellent strategy to visually understand facts and eliminate unneeded clutter from discussion or writing.
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Beverly Castro Posts: 4
6/2/2021
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In my classroom, students who are non-verbal with ASD and/or have a speech disorder use IPads as a communication devices. There are applications that have certain words programed for them to use. They also have GoTalks, which are also communication devices that have PECS. They students use their devices to communicate their wants/needs and their knowledge. I use them to create choices for my students, for example, to choose the paint colors they want for their art work.
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Lisa Stefanik Posts: 3
6/3/2021
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one strategy that I would use in my art classroom is tiered lessons. Lessons would be adjusted based on readiness and complexity. More advanced students would be assigned more complex tasks to go along with main lessons. Students needing more support would be provided with scaffolding to help them reach the set goal.
Another strategy would be technology in the classroom. Next year, I will be teaching digital art, so Ipads will be an integral part of my tool kit. I am in the process of learning new applications for students to use.
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Rhonda Pittman Posts: 4
6/13/2021
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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.
Breaking down tasks: In my photography class I break down each part of learning into small, achievable steps and use task cards to guide students that need a little more support. For example, when teaching about composition, I spend ample time on one element at a a time. After introducing the new topic I describe the process of framing, show examples, have students find examples on their own, and then have them photograph pictures using the knowledge they have learned. Then we look at the photos together and I give precise feedback right away. We repeat this process again with the next element, giving ample time for learning.
Task cards: Because there are many steps to remember for each assignment, task cards can use to serve as a helpful tool for those students who struggle with remembering and completing multiple tasks. The cards can be taken with them as they complete their photography assignment (taking pictures outside of the classroom).
Peer partners: For many assignments, I pair up more skilled photographers to help the ones that are struggling. This is helpful for students with learning disabilities because they have a partner to support them in their leaning, helping them to remember how to implement the use of the camera or information about the assignment.
Technology: In Photography we use computers and editing software regularly. It is invaluable to all level of students and tasks can be adjusted by difficulty to match the level of readiness.
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