Lisa Dizengoff Posts: 5
2/16/2021
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Salvatore James Gulino wrote:
- 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 allowed students to use an iPad or devise to draw and plan for projects, and/or take notes.
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Juliana Rowe Posts: 3
2/16/2021
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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 have a Mac computer lab, where all of the student and teacher desktops have Remote Desktop installed. It allows me to take control of what they are viewing, observe what they are doing, and shut anything down or display a desired image on their individual computers. If need be, from my computer I can take control of a student with disability's device, and verbally/visually show them where to find something required for the project at hand. For example, a specific painting brush on Photoshop might be needed, so I can demonstrate and set up the settings for that brush for them.
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Juliana Rowe Posts: 3
2/16/2021
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
One adapted assessment I have is to adjust the evaluation rubric by recognizing that students with disabilities are demonstrating that they experience visual art standards, and no necessarily mastering them. If they show evidence of experiencing at least some VA standards in said art project to be evaluated, I give them full credit for that exploration.
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Lisa Dizengoff Posts: 5
2/16/2021
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The increased utilization of technology affords students immeasurable opportunities. My students utilize Ipads, Tablets , Interactive White Boards to expand their learning experiences with drawing, dance, music, Coding, Reading . I strongly support cross-curricular and thematic teaching, which lend themselves to hands-on, minds-on learning. Outstanding article: Integrating The Arts With Technology:Inspiring Creativity http://www.ldonline.org/article/30245/
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Bill Baranowski Posts: 1
2/17/2021
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I have a student who is on the spectrum including impulse control. The student speaks out frequently and sticks to an argumentative topic persistently. Parents discuss medication frequently in attempts to excuse these behaviors. I confer with the student before and after class privately and offer preferential seating near me and frequent prompting. Extra patience and latitude is given to this student.
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Judy Lyon Posts: 3
2/22/2021
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I remember a student who, in spite of her Intellectual Disability, was extremely creative. She loved trying new things and doing things differently than the assignment outlined. Therefore, I allowed her to often change the format and medium she used to create her artwork. This often involved glitter, especially pink glitter, which she loved. I would sometimes allow her to work right outside my classroom door when the glue and glitter called for a little more space. She would always complete her projects and meet the lesson objectives, but her work was very different from the work of my typical students and she was extremely happy with her results.
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KHANH TRAN Posts: 3
2/22/2021
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I had an ESE student who had a hearing impairment. She was technically deaf from birth but had cochlear implants. She could read lips fairly well but needed teachers to wear an audio device that linked to her cochlear implant. Some strategies I used were to make sure the device was on, to face her while speaking, give her copies of notes and presentations (powerpoints), and gradual release.
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victor lamar Posts: 1
3/21/2021
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I have an 8th grader who is hearing impaired and learns with a hearing aid. I established a silent-bell procedure where instructions for the day will be displayed on classroomscreen.com and students have time to collect their supplies and projects. After about 5 minutes I review instructions/lesson and then once again, closer to the student, I repeat bulleted instructions. I also seat them with a friend that knows their situation and will tell/show them too. The student is sensitive to appearances, this way they are not singled out in any way but they still know they can get assistance if needed.
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Sarah J. Renfrow Posts: 3
3/22/2021
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The student I remember most was a girl with Autism in a CSS class. She was mostly focused and quiet when we were working on a project and did the work. She was amazing at ceramic sculpture and once we finished that project she became obsessed with working with clay. Her special interest needed to be nourished but not at the expense of her being able to follow instruction and participate with the projects. When she didn't get her way she could become very agitated and even violent. We created an expectation that if she did the daily assignment and finished early she could then work on ceramics and if she did really well in other classes she could take her project to the E-wing (ESE classes) as a reward. This was extremely effective in redirecting her behavior, gaining her participation in class, and she was also happy! Win Win for everyone.
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Matthew Huro Posts: 3
3/23/2021
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I have a student with autism in my digital design class. He often finds himself confused and frustrated, especially if things don’t go quite the way he expects and will lash out at the device or belittle himself. I make sure to reassure him that he isn’t stupid and to talk me through what is going on, and try my best to calm him down. I have also paired him with students who have a strong handle of the coursework and techniques to help him when I am unavailable and will also individually explain or demonstrate the concept or techniques that we are covering in class, scaffolding him to the point where he feels comfortable working on his own.
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Emily Kent Posts: 3
3/24/2021
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Graphic organizers greatly benefit many of my students with disabilities by allowing them to organize their ideas and structure their thinking visually. Providing directions in chunks along with pictures provides students with a clear, concise map from the beginning to the end of an assignment. Using timers to self-monitor pacing has also proved beneficial to many of my students with ADHD.
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Lisa hudson Posts: 3
3/26/2021
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I will be trying Cubing in my class. I will have my advanced class make them and them my basic art class use them for learning and doing demonstrations. I will also be using two column note taking for the art elements and the principles of design. This will be good for reviewing before exams.
I use cell phones in my classroom as a technology instructional aid.. Students are always trying to use their phones without being seen. I decided to have them use them for class instead of fighting them. They use them for a number of reasons. It keeps them on task and they think they have earned the privilege.
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Lisa hudson Posts: 3
3/26/2021
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I have used computerized kahoot with all my students. Not only can i see how everyone is doing, but they really enjoy and have fun. They are so competitive ant get so into it. They will study knowing that we have a kahoot exam coming up so that they can beat the others.
Two things from the assessment accommodation check list that I will be trying is Music and Color Coding instructions. I have students that get worked up and I think the music will help to calm them and encourage them to stay on task. Color coding the instructions will make things stand our so that they can't possible miss them and they can complete things one at a time. I look forward to trying both of these.
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Mary Garcia Posts: 3
4/5/2021
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I had a student with cerebral palsy. He was very bright and had lots of ideas but he was unable to verbalize. He was encouraged to use a special device for communication. We found that he was able to draw extremely well if I placed his drawing board on the floor and allowed him to work on the floor. He was able to stabilize his elbow on his thigh, which reduced his tremors and he was able to control his pencil to draw accurately. It was wonderful seeing his face light up when he saw the beautiful drawing that he was able to make. His classmates also praised his work and I believe that finding success in one class leads to success in other classes as well.
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Chantal Graziani-Bandoni Posts: 1
4/5/2021
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As the Instructional Facilitator for the Visual Arts, I work with art teachers across the district in many ways. One way is to assist teachers with implementation of accommodations or assisting teachers modified their instruction for their ESE students.
Also, I collaborate closely with new art teachers who are struggling on how to differentiate instruction for their Tiered 2- and Tiered 3 students. Further more I am able to observe them working with typical students and special needs students. New teachers need more guidance and especially with our versatile population, it is important to give them all the tools they need.
I believe that by modeling "how to" using different strategies will help solidify their techniques for all students.
-- Chantal Graziani-Bandoni
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Amber Nall Posts: 3
4/5/2021
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I am a secondary art instructor. One of my students is both visually impaired and is intellectually disabled with little to no assistance from another instructor in my class. She struggles just to color in the lines. I gave her playdoh one day and had her make simple shapes and letters. she enjoyed the differentiation. I am thinking of having her put an elementary art puzzle together next....
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Amber Nall Posts: 3
4/6/2021
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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 the needs of a student with a disability: Two strategies I plan to implement into the class are "task cards" and "cubing." These allow for instruction to be better divided for individualized instruction and can group students according to need. They also account for certain abilities and interests of individual students.
- 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 way that I have used technology in my classroom is by incorporating the smartboard and projector screen to display videos about an artist's life, and to show artwork by those particular artists. Using the larger screen makes it more visible to students who can't see as well. Having students use the pen on the smartboard to circle objects and point out elements of art and principle of design creates an interactive and engaging atmosphere.
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Marisol Searles Posts: 3
4/6/2021
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I have a student in my 6th grade Art Class that has fairly severe orthopedic impairments. He has trouble holding materials in his hands and using his hands in general. He also has difficulty getting up and walking over to get paint and other materials for art. I usually modify the lesson for him so that he does not have to use fine motor skills for long periods of time. He is buddied up with a student who helps him retrieve art supplies and clean up. I also have the steps of the techniques used for the day on the smart board. This helps everyone with any disabilities or not. I would like to purchase a set of brushes and scissors for children with orthopedic impairments, I think that would help tremendously.
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Vanessa Smith Posts: 3
4/6/2021
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I had a student with varying Orthopaedic Impairments, as she had cerebral palsy and TBI. She was in a wheel chair and had control of only one of her hands. We were painting in class and I had purchased a paint brush with a large bulb on the end of it for gripping. The young girl could not use a skinny handled paint brush, but the bulb ended brush gave her the opportunity to paint. I have since then purchased many adaptive art tools for students and it brings me great joy to find something new that I didn't already know about to help my students.
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Vanessa Smith Posts: 3
4/7/2021
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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 classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
Ipads have really helped my students in their ability to communicate, through drawing or the keyboard function. My students with varying abilities have used it to easily create works that they were not able to complete as effectively with pencil and paper. They know their way around the Ipad/device so well that it gives much more complexity to their work.
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