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Jade Henderson Posts: 3
4/26/2023
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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.
Incorporating technology is imperative to meet the diverse learning needs of all our art students. I have interactive slideshows full of visual aids and examples as well as graphic organizers and built into lessons accessible to all students. We incorporate the smart board and mark over and draw onto images. Many of my students with ASD or ADHD love to use apps such as Procreate and Pixlr to create artwork or drawings digitally. It also helps facilitate their understanding or work with their learning needs as well as incorporating their individual interests. The use of overhead projection when doing demos really helps everyone see, as well as modeling individually as needed. Youtube and other art video resources are great for sharing information and incorporating process and demonstrations quickly and thoroughly.
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Jerylin Florimonte Posts: 3
4/30/2023
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Describe at least one way you have used technology to meet the needs of student with a disability in your art classroom. Be sure to identify the specific technology and the student's disability.
I currently have a student with an Orthopedic Disability which affects his fine motor skills, especially so with using pencil/marker and writing. The students at my school are issued school laptops to use at school and at home. My student has used his laptop to create artwork for assignments as an alternative to using pencils, markers, and paper. He has more control using the pencil and marker selections on a digital media program and was successful with the artworks he has created. Additionally, when writing an Art Critique using a guided worksheet in class, he used Microsoft Word to type his responses rather than hand write them. He was successful with the writing assignment and using a word processing program was also more time efficient for him. |
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Trevor Barlow Posts: 5
5/9/2023
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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.
- The student I use Technology for is legally blind but has partial sight. I set up one of our Mac computers, to have enlarged text and increased contrast on a 36 inch screen, I also set up the computer with 'text to speech' and have headphones ready for her. Her computer is set next to mine in case of technology issues and for easy of access as we are in a classroom/workshop.
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Trevor Barlow Posts: 5
5/9/2023
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I like that you provide lots of visuals and also two boards for goals too. I have similar students, and I have a 'games room', ( I have an old Playstation that plays arcade type games, and they do not abuse the system), where they can go to to calm down and have less stimulus. They will generally stay there for 5 to 10 minutes
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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Miguel Saludes Posts: 3
5/10/2023
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I teach secondary 3D art. One of my favorite projects involves working on Sculpt-GL and Tinkercad, two 3D-modelling cloud-based softwares, which students can access for free utilizing their school chromebooks. I also have two 3D printers in the classroom with which I can bring to life my students' computer-generated renderings. A few years ago I worked with a student who is on the spectrum. He has autism and is not the greatest at communicating. He was also initially intimidated by the subject of 3D art, which can be challenging for many students. However, when I introduced 3D modeling in the class, he quickly became interested in the project and quickly developed an interest in the subject. By discovering his interests and working with his already-existing artistic strengths, I was able to teach him the basic skills required to use both programs. He not only excelled but he remained a passionate designer who created ever more ambitious projects as the year passed. Even after leaving my class, I have kept in touch with him and he still gives me projects to print.
edited by Miguel Saludes on 5/10/2023
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Kalina D Posts: 3
5/15/2023
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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.
I could potentially implement guided notes and chaining into my art classroom. Some of my students with disabilities have a hard time remembering or following along with information shared in the classroom. Some pf my projects link art history into the lesson before making the project. Guided noted will help students to follow along and write down notes as we go through the short history of the artist we are speaking about. I can use chaining to help students follow the steps and directions needed to create the art project.
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 have a student with ADHD. She was very easily distracted but I found that she loved to create artwork using her tablet that she brought from home. I would allow her to complete her projects using a digital platform as opposed to the traditional way. This helped her to stay on-task and focus on the assignment. She was allotted extra time (as per her IEP), but was always able to finish her assignments this way. She was not able to finish any assignments when asked to do it with traditional materials.
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Marie B Hill Posts: 3
5/22/2023
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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 classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have two students with ASD in my elementary chorus. I have used technology to help meet their learning needs. Choral music videos are uploaded to YouTube. The song tempos can be adjusted during home and in class rehearsals. Videos with and without lyrics were created for easy practice. Movement videos were uploaded that can be modified for faster or slower presentations. I also used graphic organizers to assist in memorizing the lyrics and movements. They both enjoyed a successful spring musical.
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edith sorensen Posts: 3
5/23/2023
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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 had a student with cerebral palsy - and it was pretty severe. When he started with me he was paralyzed with the exception of his eye movement and his right thumb and forefinger, he could not talk but he did have a laugh "of sorts"- this did improve over many years of hard work on his part. Around 2nd grade he received an iPad that had eye tracking ability. This used infra-red light to track his eyes movements. By putting a selection of choices onto the iPad - say 8 different colors, we could ask him "which color do you want to start with" and he would direct his gaze to the color he wanted, and then the computer generated voice would say "blue" (or whatever), and if it was what he wanted- (sometimes he looked at the wrong color too long while trying to make up his mind) he would "laugh". This was a fantastic thing to have as we were able to build a
"library of choices" for all the different things, not only in the art room, but also for the rest of his day. Which was so much better than holding up two choices at a time until we finally got to the one he wanted.
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Victoria Nuss Posts: 3
5/23/2023
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One way that I have used technology to meet the needs of a student with autism in my classroom was through the use of Socrative to do frequent checks on student progress. It was an effective way to create exit slips before the student left my class and also a great way for me to monitor learning throughout the lesson with my pre-built quizzes and even polls. Socrative was used with the student's personal device as well as classroom devices (laptop and tablet carts).
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Amber Turcott Posts: 4
5/23/2023
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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 the needs of a student with a disability.
I use scaffolding often. We start with one element of the music and build on it. For example, we will read the rhythm first, then speak sol fege on the rhythm, then sing it on sol fege. Then we add the text last. Sometimes we speak the text on the rhythm only. It breaks down the whole into parts.
I also use student written reflections on assignments, particularly on concert or other performances. We base the reflection on specific criteria, so it's a guided reflection where they have to cover certain aspects of the performance (musical elements) but I also give them a chance to reflect in an open ended question.
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Clayton Burkey Posts: 3
5/31/2023
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I often have students with Learning or Behavioral Disabilities in my art classes. In my room, studio based 2D courses, the student has hands on learning, demonstrations, Lots of Visuals. include them in groups with students they are comfortable with and work well with. I always provide lots of visuals and examples of current projects as well as hands on demonstrations. I have sketchbooks for all students for writing down art terms and other instructions. I also have a board with daily learning goals and another with procedures and examples.
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Alicia Gifford Posts: 4
6/1/2023
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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 the needs of a student with a disability.
Two of the strategies that would work well in my classroom would be tiered lessons using cubes and differentiated assignments with task cards. Cubes would be great for my Access Art class. I could have short prompts on each side of the cube and they could work together to figure it out. Task cards seem like a great bellringer. Each student could grab a card on their way in on Monday and whatever task is on the card, they would have the beginning of each class to work on for the week, or even when they finish their work. It would be a great way to keep them busy.
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Maria Kanga-Jamba Posts: 3
6/8/2023
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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 the needs of a student with a disability.
We recently worked on a Kehinde Wiley inspired self-portrait project. I gave students handouts to take notes as I introduced the artist on a PowerPoint. The Guided Notes strategy was useful to give students information about the artists while keeping my presentation interactive. Students were listening and watching but also taking notes of key points that they needed to fill out in the blank spaces provided. This allowed them to be fully engaged. I also stopped from time to time to monitor the pace and to walk around to make sure students were following along. When I presented a video about the artist the following day, I would pause to ask a question that was also on the Guided notes handout and would select a few students to verbally respond before moving on. This gave them opportunity to verbally respond but also kept my students with classroom behavior issues engaged.
The next strategy that worked well was breaking tasks down into steps. I had actually never heard of task analysis before, but I have been doing it without realizing it. Knowing my students is key with task analysis because wrong assumptions can be made about what students know or do not know. But I was introducing a unique grid drawing method and therefore made sure to break everything down. In creating their self-portrait, I taught my students how to first make the grid and then I showed them how to use it. I provided both written step by step instructions of what to do as well as digital examples with each step on how to create a grid. I then showed them how to use the grid by demonstrating on the board or on the projector where exactly I would look for the outlines on the face in their photographs compared to the corresponding grid lines on the paper. I even demonstrated how to focus on specific details such as the shape of the lips, eyes, nose and even the shadows and highlights etc. Even though there are various ways to make a grid, in this particular project I wanted all my students including SWD to learn how to create this unique grid method by me breaking it down into small steps for them to understand and to avoid confusion.
edited by Maria Kanga-Jamba on 6/8/2023
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Marie Amatulli Posts: 3
6/9/2023
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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.
• My students were asked to create poster advertisements to sell the school’s yearbook. Students were given a rubric of what to include in their visuals. Many students created posters using traditional medium, such as markers, crayons, and poster paper. Some of my students chose to create a digital advertisement using Adobe Express, which is found on our school’s learning platform. The use of this technology allowed my students with disabilities to excel in a creative expression of the final product. The technology took away the fear of creating a work of art by hand and allowed the student’s creativity to dictate the success of the project. I found it so successful, that I now incorporate this technology into more of my lesson planning.
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Laura White Posts: 6
6/13/2023
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I am going to be more explicit and use the chaining and write the tasks out in order and also the graphic organizer for supplies.
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Laura White
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Laura White Posts: 6
6/13/2023
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I would love to try the I-Pad with some of my life skills kids who do not like to get messy and have sensory issues. I would look into this as an option.
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Laura White
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Amy Badovinac Posts: 3
6/14/2023
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I teach animation, gaming, and simulation to 11th and 12th grade students. Currently, I have an indie game studio group that is working on a VR and traditional simulation to help ESE and ESL culinary and baking students study for their Serve Safe test for their certification. We use technology everyday in my classroom, but this is a little different way for my students to think about gaming. We host playtesting events for the culinary students to provide my students with feedback on what changes need to be made. My students work with the engineering program and Easter Seals to develop different methods for the students to practice the simulation. It has been a big learning experience for all.
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Jamie Shoemaker Posts: 3
6/17/2023
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Two strategies discussed that could be implemented into the classroom would be cubing, and self evaluating and reflection. The cubing strategy can be used when first teaching a lesson on a new project. Providing the information in six different perspectives, would allow for more differentiated instructions. The self evaluating and reflection strategy would be used at the end of a project for the student to evaluate their work, the time they took on the project, and reflect any items they would have done differently, what they may have missed, and what they learned.
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Lisa Willman Posts: 4
6/22/2023
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2. I use technology in my classroom daily. One way that I have been able to successfully help students of many different abilities is through the use of a digital classroom. At first I used Google Classroom. Then, my district adopted Schoology, so that's what I use now. In the online classroom, I post written directions for each assignment. I also post verbal instructions and demonstration videos of each assignment broken into smaller steps. In addition, I include resources that I find online like youtube videos and magazine articles that might help students with the content. After my initial teaching and demonstration of the lesson, students can go to the online classroom for review or individual instructions. They can also contact me through messages in the app in case they want help without calling attention to themselves. My school gives each student their own computer, so this is always easily accessible to students.
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James Cochran Posts: 3
6/23/2023
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I use Smartmusic for my evaluations and in the classroom. This is one of the greatest tools for those that need more time to grasp a concept or skill. It allows them to practice the skill as much as they want and gives them immediate feedback. Was the pitch correct? Was the rhythm correct. It even tells them the correct fingering and plays the pitch for them so they can hear the correct pitch.
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