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Kassandra Cochran Posts: 3
4/15/2019
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I currently teach an IND class that is integrated with my GenEd students. Peer Partners is a strategy that I use daily with all of my students, but specifically my IND students. I find that not only does it help support these students in the areas in which they feel challenged, it reinforces the concepts for my GenEd students because they are teaching the skills as well as practicing them. Having them buddied up has also created a positive culture for learning for all of my students inside and outside of the classroom because they have made new friends with students who they may not have had the opportunity to interact with otherwise. The social and academic rewards using peer partners is incredible!
Task analysis/chaining is another tool I use regularly as my students really respond well to having complex instructions broken down into smaller chunks and tasks with the ability to check in with their peer partner, myself, or their aide for their next step or direction.
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Roy Amos Posts: 3
4/15/2019
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In my classroom, I have allowed students to use a computer program for our stop motion animation project. While most students are hand drawing the individual cels, some of my students benefit from the prefabbed characters available in the program. They tend to be more confident in their abilities and more willing to share their end results this way.
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Wallace Rahming Posts: 4
4/16/2019
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I originally placed my response under the wrong topic. I copied it here to make sure you receive it. ~ W. Rahming
For two years I taught a student with autism in a chorus class. During his first year in the program, I introduced basic rhythmic and melodic sight singing to his class. He grasped the concept of rhythmic sight singing very well and was able to make connections with note values and rhythm patterns. Melodic sight singing from a written page was very challenging to him. I couldn't seem to come up with a strategy to help him decipher the notes upon the staff incorporating pitch as well as note value. I often use Finale Songwriter to create short arrangements for my beginning choirs. One day as I was finishing up an arrangement, I hit the play button to listen to the song in order to make sure there were no errors. As I listened to the arrangement, I noticed the moving line with the green arrow moving across the music on the monitor. It suddenly dawned on me that I could create a very basic melodic sight singing piece, project it on the large screen in my classroom, hit play and he would be able to follow the music by sight and sound. I could also make my content as basic or advanced as necessary with unlimited control of the tempo (speed) of the exercises, the number of different pitches in the exercises, the difficulty of the rhythmic patterns and the length of the exercises. Within a matter of days, he was able to understand the process of melodic sight singing. The really cool thing about the Finale program was that I used it with all of my students (both advanced and those needing more practice). Through using this program several times weekly I was able to narrow the performance gap between my students who excelled in sight singing and those who need more practice. I didn't have to single out my students who needed more practice and at the same time reinforced the skill with the students who demonstrated mastery.
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Michelle Murphey Posts: 5
4/25/2019
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There are several strategies that I can use in my art room to assist my students with disabilities. One strategy that I already use is self-evaluation and assessment. For the past 3 years I have continued to assess how I can have my students examine their knowledge of the material taught in class and how they can evaluate themselves and others. The process that I have come up with is to have students complete a first peer assessment where they trade projects, examine each others work, then provide a positive comment on what they feel the student did well and then 3 things they feel the student could improve on for either the current project or in future projects. I then have the students discuss what they wrote and explain their thinking process to each other. After more time is provided for students to go back and make improvements on their work they then assess themselves by recording what specific changes they made to their project and why along with giving themselves a score for the project in the different areas being assessed. The artist will meet one more time with their original partner to have them assess their work again to see improvements and to provide them with a score on what was being assessed. After this point I grade the projects and provide feedback. I feel this method works well since the students are receiving feedback and assessment from not only a peer but from themselves and the teacher along with specific comments on what they have produced.
Another strategy I would like to try and use in my class is the mnemonic instruction letter strategy. I have used this method myself through school and found it to be extremely helpful especially with topics that have many parts to remember. To have students remember the supplies they need to set up for painting activities they can remember P BREWS PC; this stands for the following materials: paint, brushes, rag, easel, water, scrap paper, palette, canvas. Having students implement the letter strategy can help to take away the fear of not remembering large chunks of information, it can assist students with learning disabilities that have trouble remembering information. Since students already have knowledge of specific words it becomes easier to remember the word then break it down into different new meanings.
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Michelle Murphey Posts: 5
4/25/2019
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There are several strategies that I can use in my art room to assist my students with disabilities. One strategy that I already use is self-evaluation and assessment. For the past 3 years I have continued to assess how I can have my students examine their knowledge of the material taught in class and how they can evaluate themselves and others. The process that I have come up with is to have students complete a first peer assessment where they trade projects, examine each others work, then provide a positive comment on what they feel the student did well and then 3 things they feel the student could improve on for either the current project or in future projects. I then have the students discuss what they wrote and explain their thinking process to each other. After more time is provided for students to go back and make improvements on their work they then assess themselves by recording what specific changes they made to their project and why along with giving themselves a score for the project in the different areas being assessed. The artist will meet one more time with their original partner to have them assess their work again to see improvements and to provide them with a score on what was being assessed. After this point I grade the projects and provide feedback. I feel this method works well since the students are receiving feedback and assessment from not only a peer but from themselves and the teacher along with specific comments on what they have produced.
Another strategy I would like to try and use in my class is the mnemonic instruction letter strategy. I have used this method myself through school and found it to be extremely helpful especially with topics that have many parts to remember. To have students remember the supplies they need to set up for painting activities they can remember P BREWS PC; this stands for the following materials: paint, brushes, rag, easel, water, scrap paper, palette, canvas. Having students implement the letter strategy can help to take away the fear of not remembering large chunks of information, it can assist students with learning disabilities that have trouble remembering information. Since students already have knowledge of specific words it becomes easier to remember the word then break it down into different new meanings.
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Deborah Schmit Posts: 2
4/25/2019
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Two strategies that could be used in an art classroom would be task cards and peer teaching. Task cards would be helpful in the classroom so that all students could work at their own pace. IND students would benefit from having the tasks broken down into small parts. This would also allow each student to see the progress they made when completing each task. If a student has a problem with a particular part of a project, they would be able to bring that task card to the teacher for assistance.
Peer teaching would also be helpful to all students but especially an IND student as they would have support in the classroom and be able to ask questions of their peer without the entire class focusing on them. They would be able have someone in close proximity to them keeping them focused and on task.
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Susan Edwards Posts: 3
4/28/2019
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In my fine arts classroom, an example of an adapted assessment that I used with students with disabilities was "Response, Point to Answer".
I used this adapted assessment on multiple choice quizzes and tests. One student in particular was unable to respond by handwriting. Point to the answer was the adapted assessment method that worked for this student.
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Susan Edwards Posts: 3
4/28/2019
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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.
In my classroom I have used computers to create power points with my students. I have my students that have difficulty verbally expressing an understanding of our monthly artists, create power points about each artist. The students have researched the who, what, when, where, and why? of each artist. the students also include 3 artworks created by the artist. the students present their findings to the class.
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Derek Chaisson Posts: 2
5/1/2019
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I am fortunate to have an iMac lab in my classroom. After our lesson on form students were able to create there own ABA song using Garage Band. This was a great tool for the students to apply the knowledge learned in their own, interactive, creative way.
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elijahmckinnie Posts: 3
5/20/2019
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I have students in my class that has learning deficits. I use computer- assisted instruction to remediate on difficult concepts. I use a web-base program called Brainchild. This program has a study section where students can study then test within the program. The program provides immediate feedback to students and rationales to indicate why the answer choice is correct or incorrect. Students have used this piece of technology to increase their proficiency on the subject matter.
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Todd Peterson Posts: 3
5/21/2019
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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.I use task cards to break down rhythms, note values, keys, and names of notes. Used peer teaching for section leaders to model and coach. 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.Students create their own task cards or review cards on quizlet to use on their device.
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Rocky Bridges Posts: 3
5/21/2019
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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 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 utilized technology to help students organize their thought and summarize personal critiques of their own work. Students have used technology to establish a documented series of the process used to create their work. This record of sequential events allows student with ADHD to calmly reflect on the steps used to build their work.
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Katie Holtkamp Posts: 3
6/6/2019
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I have a student with Austism. She needs adaptive response when answering art questions. I allow her to use Microsoft word to type and submit information.
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Michael Everett Posts: 3
6/23/2019
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I had a student with autism that was very shy with asking questions in front of other students. After speaking with his parents, I found he had a strong interest in anime. I modified as many assignments as I could to allow him to use that subject. He used a tablet to access images he liked based on that subject matter and would message me with questions and I would respond, then follow up shortly after to see if he was making progress. He even signed up for my class the following year.
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Sally Linfield Posts: 3
6/24/2019
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I have used the NGAKids website through the National Gallery of Art to teach a variety of subjects and to allow students to learn in different ways.
For example, there were programs to explain and analyze famous works of art, picture creating programs to make a still life or a composition in the manner of Rousseau. There were many types of programs to recreate media applications and allow for creative expression, as well as a means of exploring the elements and principles.
Unfortunately, the programs are large and unwieldy, and sometimes won't work in our labs. I also have larger class sizes than the labs can accommodate, and the labs are generally being used by core teachers whose needs have higher priority. I still use the programs when possible to enhance my lessons.
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Terry Thimlar Posts: 3
6/24/2019
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I had an autistic student in my classroom. He wants to be a software engineer and I allowed him to use technology as much as possible for his classroom work. His I-pad and school computer(s) enhanced his ability to comprehend necessary information for the content area.
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Terry Thimlar
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Walter Younglove Posts: 3
7/5/2019
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I teach the Television Production course at my high school. One of the strategies that I could implement is Differentiated Assignments. Students in my classes come with different experiences and talents. Assignment can range from very basic to very complex. Students that are more advanced can be given the more complex projects while students with less experience can be given more basic assignments. This will allow me to offer individualized learning for every student in my classroom.
The second strategy that I am planning this fall is a Graphic Organizer. I am purchasing composition books for all my students to be able to keep Interactive Student Notebooks where they can keep materials to reference as they do projects in my course. They can use Venn diagrams to help students describe and compare things such as microphones, cords and connectors and ideas. I am hoping this will alleviate repeating procedures over and over again and give my students ways to reference and troubleshoot.
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Kathleen Sterwerf-Jackson Posts: 3
7/8/2019
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Students in Fine Arts classes who identify as students with significant hearing loss have benefited from using the Google Slides open course live captioning software. When new concepts in an advanced ceramics class were being taught, my student with hearing loss was able to open an iPad and begin a new google slides presentation activating the open source live stream closed captioning feature. As I demonstrated the new clay technique the student was able to follow along within the group by viewing the closed captioning and watching the pottery wheel at the same time.
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Corazon Bryant Posts: 3
7/24/2019
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1. 1. Two strategies that I can use are the Venn Diagrams and Cubing. I teach Game & Simulation and for the Venn Diagram, I can have students compare and contrast the differences between the production workflow for creating 3D art for games and films. I will provide information on these specific workflows through articles and videos, that way students can choose which one will best suitable for their learning styles. After acquiring information, they can proceed to do the Venn Diagrams by themselves or with a partner and then we can go over them together as a class. For Cubing strategy, I am thinking of printing out 6 different 3D renders of game environments with different types of lighting and mood. Students can then give their perspective on each environment setup and how lighting influences the overall feel of the scene.
2. One way I have used technology to meet the needs of students with disability is by using video tutorials that include closed captions. Using words displayed on computer that describe the audio of a video lesson had tremendously helped those students with hard-of-hearing or deaf.
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Lee Taylor Posts: 3
7/24/2019
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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 do not teach art but have taught intensive reading. Two strategies that could be useful in teaching reading is computer assisted instruction and tiered lessons. Computer assisted instruction is effective because it gives the student immediate feedback. For students who are struggling in a subject, seeing immediate feedback showing improvement can be beneficial to continued progress. Additionally, computer assisted instruction is interactive which tends to keep the attention of the students. There is no doubt that most students these days enjoy using technology, even if they are actually learning while they are doing it!
Using tiered lesson plans are also effective because the lessons can be adjusted for each student to meet the student at their individual level. Tiered lessons also allows the instruction to be individually paced for each student, as well as the materials used for the lesson to be more individualized.
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