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Jessica Greenberg Posts: 3
6/17/2021
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Two strategies that I would be useful are peer partners and self-evaluation & reflection. Students are often more comfortable asking questions of a classmate or getting help from a peer rather than asking a teacher so specifically pairing students so a student who has disabilities becomes comfortable with a classmate is a great option. Informally I'd had that situation occur in my classroom so it would be great to purposely employ that technique. Self evaluation is valuable for all students and a strategy that I have used at various times at the end of a project. Students often have to write an artist statement and have had to identify strengths and weaknesses of their artwork. If they can recognize areas of improvement on their own they are better equipped and more likely to make those changes on the next project.
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Shelly brewer Posts: 2
6/17/2021
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I teach TV Production so we naturally are able to integrate co-operative learning and peer partners. Peer partners is very useful not only for the recipient but for the peer leader. It reinforces their learning as well. I find that peer partners allows the students to gain confidence in their editing and filming skills because they are receiving positive feedback from kids their age. Cooperative learning also allows for some immediate response. When I am working with students sometimes I cannot get to other students at the moment they need help, but a group can work together to to conquer and try to answer the question until I can get to them and make sure they understand/learned the skill and so avoid frustration at not being able to complete something.
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Ronelle Williams Posts: 3
6/22/2021
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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 a student with a disabilities needs.
Two strategies discussed I could potentially use in my fine arts classroom would be Peer Partners and Technology. Peer partners allow students to learn from a peer rather than the teacher, meaning more growth and understanding. It seems that students will pay closer attention to what a peer is explaining. A peer has more time to spend with the partner than the teacher does so they can work more closely together. Another important aspect is that the partners can support each other by assisting, prompting, and reinforcing. Technology can be used to differentiate instruction and create an environment of discovery and self-instruction. Students of this century need to be prepared to live and function in a digital world. I think technology will encourage creativity and offer them many artistic connections to enable to find their artistic interests and ability to interact with many people throughout the world.
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Michelle Calapa Posts: 3
6/24/2021
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I had a hard of hearing student in one of my second grade classes. Whenever his class had Art, his classroom teacher would provide me with a lanyard that had a special microphone attached to it that was also connected to his hearing aids. In addition, he sat close to the front of the room in order for me to keep good eye contact with him.
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Cindy Wills Posts: 3
7/9/2021
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I can picture using chaining to help a student with intellectual disabilities link together small steps in creating a clay form, such as a coil vase. The break down of making the coils, and developing that skill, thenm.practicing the score and slip method of attachment, before moving to the placemetn of coils toward building a 3d form.This step by step process would allow and require supported acquisition of each skill before independently constructing the successful coiled form. Additionally, use of peer partners would be helpful in allowing a peer to guide the student with disabilities through the process, building social interaction skills, awareness/appreciation of and concern for the special abilities and challenges we all face in the creative process.
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Julian Harris Posts: 3
7/20/2021
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The 2 strategies that I utilize in my classroom, that have been successful are Peer Partners and Task Analysis. Peer Partners allow students who are proficient in a particular area to help others who are struggling. Task Analysis helps to create a series of steps for completing a particular assignment. I use a program called LanSchool that allows me to communicate directly with my students by linking my computer to theirs in real time.
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Kiley Hingle Posts: 3
8/31/2021
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2. In my classroom, I could use Graphic Organizers, specifically Cornell Notes, to aid my students in their note taking. If I post guiding questions for their notes before lecture, they could list these on the left column. Then, during lecture, they can listen for the answers to these questions and jot them down as we discuss them. We could even spend a few minutes at the end of the period going over the questions to ensure that all of the student have the information correctly in their notes.
I could also incorporate Self-evaluation and Reflection. This is inherent in the artistic process already so continue to build this skill in my students will allow them to become independent and grow as thinkers in my room. I could use a gradual release of responsibility with this strategy so that they understand how to effectively become self-evaluative and reflective on their work. I would model the behavior I'm expecting from them and guide them through the process, each time releasing the steps more and more into their own hands.
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Cristal Nicola Posts: 3
9/2/2021
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I have used a Lenovo laptop computer for a student with a disability. He is able to take notes during the lesson and he can upload the finished product at the end of the lesson. Additionally, he can follow along the PowerPoint by using a link to the file to pull it up and not have to rely on seeing the large TV screen. Since the laptop is portable, he is able to move around to an accessible spot as needed to continue to follow the lesson and use the laptop at the same time. The laptop allows a flexibility for learning he would not normally have in a traditional paper driven class.
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Susan Wessel Posts: 3
10/11/2021
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Two strategies I could use in my classroom are self-evaluation and task cards. At the end of a project, a self evaluation piece would be ideal. Artists would be able to reflect on what they learned, what they struggled with and what went well. Task cards are an excellent strategy that I can see using in my classroom. In our next artistic style study, I could make task cards for that particular style like Impressionistic and then each task card could be adapted to the students' abilities and interests.
I have used technology often to help students meet their needs. Often students with disabilities in my class have become frustrated with the drawing process. By allowing them to draw on the computer using a program called Kleki, they feel more successful and in turn have a positive experience with drawing. Then later when we try drawing again, they are more apt to give it a try since they have been successful in the past.
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Crystal Champine Posts: 3
10/12/2021
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I use a computer to deliver learning modules of the lessons. My students can learn at their own pace. It also helps them to move through the assignment while refencing the guided notes. A few of the students use the auditory accessibility features of the computer to read. They can also enlarge the print if they are visually impaired. My students are also engaged on the computers. It is a platform they are familiar utilizing, so they are more open to try new things. When we do sections in studio art (paint, clay...etc.), they reluctant to create. When students are using the computers to design art, they don't get as upset when they make a mistake. This allows them to experiment and learn new concepts.
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Tammi Fox Posts: 3
11/1/2021
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I teach Art for a virtual school. I have an assignment where students come up with an idea for a superhero that does not already exist. Students are supposed to answer questions about their superhero such as the name of the character, its role in a story, its appearance and costume, and its superpower(s). I have had students do this with me over the phone for any students who have difficulty with writing and/or other written communication skills.
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Nora Hussein Posts: 3
11/6/2021
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I use the grouping practice of Peer Partners. My classroom is setup in groups and I have the students pick their seats at the beginning of the year. Each group works together from getting the proper supplies ready to helping each other stay on task. This is beneficial to all students, especially to students with disabilities. They are able to develop positive relationships with their peers and ask for assistance more often and keep up with the pace of the classroom while I'm assisting other students in the room. I also use the reflecting strategy of Self-Evaluation and Reflection. At the end of each unit, students finish completing their rubrics where they answer a reflection question such as "What was your most successful aspect of your drawing," or" What is something you can improve on?" This helps them build their independence in learning.
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Wendy STANZIANO Posts: 3
11/7/2021
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Students answer 5 questions to create an artist statement after each project/unit. Students have the option to type or speak these into Artsonia using an ipad. The question/answer format helps my students who have difficulty organinzing their thoughts and the ability to speak, rather than type, helps those with writing issues.
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Heidi Rose Posts: 4
11/18/2021
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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 currently teach Art History, and have used several technology-based strategies to meet the needs of my students with disabilities. This year, I have two students with hearing loss. In order to ensure that they have the tools they need to succeed, I use a small microphone that connects to a device that allows the student to hear me more clearly, while filtering out other noises. It is a very simple and subtle accommodation, and really has helped these students. I also provide scaffolded notes when we discuss new artists, artworks, or movements. This is to ensure that the students do not miss any critical information.
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Heidi Rose Posts: 4
11/18/2021
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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.
One of the strategies that we already use in Art History is Mnemonic Instruction, specifically the Keyword Strategy. We try to link new information that we gather about artists, artworks, and movements to past information, or even things they know from pop culture. It is very effective with many of my different learners. Another strategy that would continue to be helpful for students with disabilities is the use of Guided Notes. This strategy ensures that students are not missing key information, while also allowing them the opportunity to listen and process the content.
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Heidi Rose Posts: 4
11/18/2021
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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.
One of the strategies that we already use in Art History is Mnemonic Instruction, specifically the Keyword Strategy. We try to link new information that we gather about artists, artworks, and movements to past information, or even things they know from pop culture. It is very effective with many of my different learners. Another strategy that would continue to be helpful for students with disabilities is the use of Guided Notes. This strategy ensures that students are not missing key information, while also allowing them the opportunity to listen and process the content.
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Tim Dycus Posts: 3
12/6/2021
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I have students with several different disabilities ADHD, Asperger’s, and Visual in my art classes throughout the year. I have 2D courses, painting, AP, and Portfolio courses in my room. Sometimes I either have a para pro or even another student in the classroom with the student. I usually let them sit wherever they feel comfortably but sometimes they like to sit near my desk. Always have students in my class that love to help and make sure the students feel comfortable in the classroom setting. Visuals, power points, written on white board and handheld instructions are given out in my classroom as well.
I had a student with orthopedic Impairment I have computers with instructions that the student and another student with myself assist the student. I made power points for the student so myself, para pro or another student assist them as well.
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Jody Dragon Posts: 5
12/7/2021
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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 art classroom. Be sure to identify or describe the specific technology and the student's disability.
For a student with ADHD I provide a copy of my lesson on Google Slides that he views from an ipad. When he needs additional time to complete a project, wants to work at a different pace, forgets instructions or needs visual examples, he can move to any portion of the lesson anytime he wants. This gives him immediate access to all of the material any time he needs it. He likes that he can answer his own questions and work more independently (without his peers hearing him ask me to repeat things) which makes him feel more confident.
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Lisa Tucker Posts: 1
12/8/2021
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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.
Through the use of our district's Canvas Learning Management System, art educators are able to upload differentiated interactive assignments to enhance mastery and engagement with skills such as technique identification, spacial and perspective recognition, as well an individual and small group practice with student thinking and peer evaluations. Through the Canvas platform, our art educators can provide individual feedback through audio, text, and/or video. This personalized feedback not only increases engagement, but allows students with visual or other physical impairments an opportunity to explore and participate in differentiated art projects.
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Brianna Hart Posts: 3
12/14/2021
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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"
I used an online game called "I <3 Hue" to teach color theory and mixing principles to my art students. I have one learner who has ADHD and very slow processing. This student benefitted from the instruction (and in a way formative assessment for me) being in the form of a game. I modeled the game myself first, then had the class speak aloud as to next steps, then had students individually participate in the game on their chromebooks (students are not allowed ipads or smartphones in class and we have no smartboards or anything). As the student participated in the game, I noticed he had more trouble differentiating subtle differences in the colors, even when his screen brightness was up. The feedback given from the CAI for this student kept him from making further mistakes and gave instant feedback on these subtle color differences, even when I was assisting other classmates.
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