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Rebeccah Adney Posts: 4
8/27/2019
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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.
Recently I used a Visual DBA method using the computer platform called Zoom. The student was able to circle important parts of the photograph and write on the board to support their oral responses.
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Diana Egan Posts: 3
9/12/2019
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One way I have been able to use technology to assist some students with disabilities is with the SmartBoard. It allows my students that suffer from language the ability to use spell check to help them with their artist statements. It can also help my students who have disabilities by using their fingers to draw on the board instead of having to grasp a pencil/crayon, etc.
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Hayley Calhoon Posts: 3
9/13/2019
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One way that I have used technology to assist students with disabilities is through a tool called Screencastify. Several of my students with developmental and/or intellectual disabilities require repeating of instruction and demonstrating the skill several times before they attempt it on their own. I can use this technology tool to record myself giving the instructions (audio) and also doing the task (video). Along with this, I provide written instructions through the class website. This allows students to re-visit the instructions and the demonstration as many times as they need. It also allows them to experience the instructions and demonstration through multiple mediums.
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michelle debello Posts: 3
9/23/2019
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I have one student that struggles with drawing and writing and other fine motor skills but is familiar with technology. In a lesson on using linear perspective to draw a city, I had this student draw his work using Adobe Photoshop. We then printed out the image he created and he was able to color it in using color pencils like the rest of the class.
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Shannon wade Posts: 2
10/14/2019
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To facilitate helping a student with a disability, I have allowed the student to look up numerous videos of a process after it has been demonstrated.
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jennifer viola Posts: 2
10/24/2019
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I consider Students with English as a secondary language as having a disability and greatly need as many visuals as possible to understand what is being instructed. Peers who speak the same language can sit next to them, or if time I can use google translate to facilitate.
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Kelly Metevia Posts: 3
12/16/2019
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I frequently will use Venn diagrams and story maps. This allows me to have students fill it out while we are going through a lesson or after. I can easily walk around the room and assess if the students are understanding the material. I also use technology such as the Classkick app. This allows me to record my lessons and add visuals like other videos or images. Then, students who need extra assistance can go back and listen to the lesson at home.
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Ted LoCascio Posts: 3
12/19/2019
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Over the years, I've had many students with ASD. Thankfully, our county receives referendum funds that equips our art teachers with technology-based teaching tools, such as Apple desktop computers, laptops, Wacom drawing tablets, and iPad labs. I've always had an Apple desktop lab in my classroom, which was incredibly useful when working with ASD students. Some of these students were much more comfortable drawing on the computer tablets then working with traditional drawing tools. I always allowed any student with tactile sensitivities to complete drawing and/or painting assignments using the computers and drawing tablets in my lab.
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Sally Logan Posts: 3
1/9/2020
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One strategy that has always been successful in my career of 33 years is the buddy system. When I have a student in a wheel chair that needs to get supplies she knows to ask the student next to her to grab 2 of everything so she does not have to try to maneuver the room. Another strategy is the technology teaching tools. Computers in the room are fabulous. Some students really learn better on I pads or tablets. Especially for taking notes and letting them print it out.
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Yvette Trejo Posts: 3
1/12/2020
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I frequently use the Breaking down of tasks and Chaining in my art room. This strategy allows my students the opportunity to practice and self-monitor their success. The students complete the task and feel a sense of accomplishment and then move on to the the next step for completing or adding to their art project.
I had a student who was visually impaired and needed to use larger print when I gave instructions for an art project. The iPad was ideal for him because I could enlarge the step by step instructions and he would be able to follow them with no problems. The student was not able to distinguish between certain colors. He used the iPad to help with see color gradients which helped him decide what colors to use for his projects.
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Jessica Phillips Posts: 3
1/16/2020
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Guided notes: I use these often with my students when I teach new techniques or art history. I accommodated some of my students with learning disabilities related to reading and writing (SLD) by having the notes simplified and printed for them allowing them fill in the blank or circle the correct answer. On of the tools I would like the implement is the task cards, I think this is a great activity for most students in general as a way of differentiating the instruction and keeping them all actively engaged in the learning process.
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emily vanwey-schell Posts: 3
1/22/2020
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Peer partners work really well for my ceramics classes. At our school we have a program that is called "peer buddies" so most students are aware of the program and love to work with other students. It is so helpful to my students who need an extra hand....all students benefit from giving and receiving help. It has been extremely successful in all classes. For students who finish a project "early" I've implemented task cards as a way to earn extra credit. It gives students a chance to deepen knowledge and earn extra points.
Our school has recently offered chromebooks for rental to all students at our school.About 1300 students have signed one out and it is awesome to have them in the classroom to look up art work, go on a museum walk, check you tube tutorials for working on the wheel, etc. They have come in handy so much, especially in a classroom where I only have 2 student computers!!
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Ingrid Givler Posts: 3
1/27/2020
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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.
One of the best ways that I use technology is with the document camera. I just recently used it to demonstrate a painting lesson. I had a 1st grade class with an ESE class pushed in. I had printed out examples for the ESE assistant and the students to have at their desk. I used the document camera to outline and demonstratethe steps for the drawing which the students followed. I then encouraged them to add their own creative details with drawing and paint. The ESE students did great! I think having that visual with simple steps made for a successful outcome,
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Donna Kruithof Posts: 3
2/16/2020
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I am excited to try the cubing differentiation strategy. I have one class in particular that includes students who come from the self-contained classroom and I am struggling with how to reach a student who is very low academically, but loves art. I have tried to incorporate both math and reading into some of the lessons and he struggles every time. This will allow me to have a plan already in place before the lesson begins. I also learned something new about differentiation - make sure EACH activity can relate to the overall SPECIFIC goal of the lesson, not be a broad generic goal.
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Colleen Vinson Posts: 2
2/17/2020
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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 have a student in my high school two-dimensional art course who has Down Syndrome. She loves art and does very well with a Peer Partner who reminds her of the instructions and steps, gives instant feedback and shows her the correct way to use tools when needed, and assists with reflection questions at the end of a project. Of course this student gets a lot of teacher feedback because I monitor and assist all students as they work on projects, but it helps to have a Peer Partner as an extra helper in a large class.
When introducing new lessons, I often give guided notes. I have many students with ADHD and auditory processing disabilities. It is easier for these students to listen for key words, instead of writing a lot of notes while listening and watching at the same time.
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Daniel Suarez Posts: 5
2/23/2020
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Each day I create a google form that serves as a Graphic Organizer for my students. While I teach students are entering their answers into the form. I also write down or use images for step by step questions.
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Mary Casey Posts: 3
2/24/2020
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I use technology, Schoology, in the Art classroom to place all the resources in one place; so the students can stay organized and access them from home. There is a folder for vocabulary, bell work, lessons, quizzes/tests, discussion prompts, and resources. I use 10 font for my visually impaired student, and he can use the zoom option on his chromebook.
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Gayle Goodridge Posts: 3
2/27/2020
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I actually teach Television Production and to accommodate PI students that I have in my program I had my carpentry teacher build a device to attach to a wheelchair (with heavy duty velcro) and attached a modified tripod to the base. By doing this students can participate the in the recording activities and feel a part of the production crew. They are always happy to work in the group and appreciate not just "watching" the activities but becoming an integral part of the production process.
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Kim Pirisino Posts: 3
3/9/2020
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In my photography class, I use Google Classroom as a tool that allows students with several disorders the ability to preview lessons, read and reread instructions, view examples, click on link to websites with video examples, turn in their work, view and comment on their peers work, and keep dates of when things are due. Google Classroom can be accessed anywhere, in school, at home, or your phone, and I can upload anything for them to have constant access to. I can also send quizzes, questionnaires and other digital tools to the class and that they can see immediate right and wrong responses to so that they can fix their work. On a side note, it is a great teacher organizer too. Using google classroom gives students needing accommodations constant access to the information needed to be successful.
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tlytle Posts: 3
3/19/2020
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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.
One teaching strategy I use is Differentiated assignments and projects, so as to reach all students and at all levels and allow ESE and all students succeed at their level with the option of going further to challenge themselves. I provide clear Learning Goals that can be reached by all students with different Learning Styles. In order to encourage students to take the challenge, I provide the support needed (scaffolding) so that students feel confident enough to step out and advance. Another teaching strategy I use is Guided Notes. I provide a clear outline that students use to record key facts, vocabulary, quotes, and an optional section for extra information. When taking notes from an Art movie, I repeat key facts and pause the movie to reinforce key facts. Taking time to recap facts also gives ESE students time to not only hear the information again but gives them more time to record the information.
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