|
Gayle Goodridge Posts: 3
2/27/2020
|
The most prevalent disability I see is Autism. I have a wide variety of students at varying levels on the spectrum. I have found that they easily get overwhelmed when deadlines are approaching on class projects. To assist them, along with all my students, I put step by step instructions for each project, along with the grading rubric, on my eCampus course for the class so students can constantly monitor their progress and make informed decisions regarding how to spend their class time.
|
|
|
0
link
|
|
Tabitha Klessens Posts: 3
3/1/2020
|
We have several students in our elementary/middle school who have been diagnosed with Autism. There is a continuum of impact on these students. It is not uncommon for a student with Autism to struggle with the change in structure and environment that is found in art class. The setting is different from the classroom and can be over stimulating for a lot of students. Art class can be an avenue of helping these students to find strengths and connect with their peers. Accommodations can be made for students that struggle with change in environment in order to establish a routine in an environment outside of what is the typical learning environment of their main classroom. Students can greatly benifit from a place in the room to assist when transitions become overwhelming. Also introducing projects in a method with concrete and predictable expectations is helpful to all student's achievement.
|
|
|
0
link
|
|
Joe Hartley Posts: 3
3/2/2020
|
I have an autistic student in my guitar class. He has little to no issues with the curriculum itself, but does have student-to-student issues which can lead to further issues. One aspect is the lack of, or different, social filter he has which can at times allow him to say comments that are somewhat offensive. I use this as a teachable moment about empathy and having him focus on how he would feel if that same comment were directed at him.
|
|
|
0
link
|
|
Kim Pirisino Posts: 3
3/9/2020
|
I teach art and have an autistic student who sees things in his own unique perspective and expresses them on paper very differently then the rest of the class (think of still life drawings in an expressionistic or surrealistic way instead of strict realism). His abilities have actually allowed me to share a more accepted way of drawing as high schoolers tend to be very tight and realistic prone, and his drawings and unique/different vision have loosened them up. Since I accept his drawings and actual share them with the class, many students have become more confident and allowed themselves to draw the way they feel more comfortable with instead of how they think they should draw. I guess I have used what many would find an issue and have turned it into a learning tool for the whole class.
|
|
|
0
link
|
|
tlytle Posts: 3
3/19/2020
|
Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I have many ESE students in my classes. I provide constant guidance and numerous resources to accommodate all of my ESE students. One student in particular is Deaf/Hard-of-Hearing. She is not deaf but does have hearing challenges. However, she is a very responsible and observant student. I provide a plethora of services and resources to help her. There are visuals for the Elements and Principles as well as for each project, former student project examples, and step-by-step instruction with examples. Her disability affects her learning in that she does not read lips or know sign language so I always speak directly to her while working with her one-one. When I am demonstrating, or showing examples for projects/assignments I make sure she has a clear, unobstructed view. I also set the closed-caption on movies/art clips. I assign peer partners. I provide an Art Contract (containing Expectations, Daily Procedures, Visual Art Rubric, Reminders, and encouraging words), visual vocabulary, and printed directions with project-specific vocabulary. My classroom is designed with labels in all areas so that students can easily navigate to get supplies as well as find posted signs for directions, procedures, and art poster examples of a variety of visual creativity. My boards have the Learning Goal, Daily Activity, and Weekly Agenda clearly posted and able to be viewed easily from all seats. My curriculum includes: pre-assessment, vocabulary, art history, practice, projects (with open-ended creativity), and post-assessment which includes a self-critique/art reflection. I find that routine and consistency are the keys to helping ESE students become familiar with the class and be able to advocate for their needs, which sets them on the path to succeed.
|
|
|
0
link
|
|
Lisa Lazar Daigle Posts: 4
3/22/2020
|
I have had many, many ESE students over the years. Accommodations are automatically implemented into my lessons, such as repeat directions, check for understanding, extra time, frequent breaks, preferential seating, to list several, but not all. One student in particular that I will refer to has an IEP for EBD. His disability affected his learning by the fact that he had difficulty with patience, difficulty with frustration, difficulty with taking turns and sharing supplies with peers. This directly made his ability to remain on task and complete his assigned tasks/assignments a virtually daily challenge.
|
|
|
0
link
|
|
Lisa Lazar Daigle Posts: 4
3/22/2020
|
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 DHH. I used a remote microphone that clipped onto my shirt and speaker (positioned near the student) in the class that amplified my voice, for the student to better hear me when delivering instruction and feedback. It actually was a benefit for all students, as it was different way to get their attention, and most liked it.
|
|
|
0
link
|
|
Darlene Wells Posts: 4
4/5/2020
|
I currently have a student that is hearing impaired in 2-D advanced class. It is recommended that she wear hearing aids but often times does not. When I provide instructions for all students I make sure to give visual guides and when speaking and demonstrating about the process I place myself near or in front of this hearing impaired student. She is good at reading lips and repeating the instructions back to me and her classmates. I often times place another student near her work space. I also make sure that my formative assessments are on a daily basis and offer her individual suggestiions. She is a very visual learner, has received several art awards, and is always improving her ideas and skills.
--
dw
|
|
|
0
link
|
|
Cathy Bradshaw Posts: 3
4/14/2020
|
Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I currently have a student with a visual impairment in my class. With squenching eyes, I would often see her face very close to the computer. I was able to assist and accommodate her by allowing extra time to comlplete assignments and tests. I was also able to show her ways to zoom in and enlarge text on the computer. But one of the main things that I did to help her, was to allow her to use Snap and Read. This is a program that reads the text aloud on the computer. She loved it and we saw an improvement in her grades.
|
|
|
0
link
|
|
Andres Mercado Posts: 1
5/2/2020
|
When I started working for a school in Florida, my first experience in a contained classroom as for a professional. Students with various disabilities or conditions participate in the classroom, including paralysis of the brain, down syndrome and autism. I remember that we used various tools to simplify the required standards. The teacher taught me how to use accommodations according to her individualized educational plan. In addition to creating classes according to their academic needs. Within the classroom, different activities were prepared for the students, depending on their level of ability, seeking to reach their highest potential and always aligned with the same objective. Among many things, I remember how the use of technology increased communication specifically with a student with the condition of paralysis. At the beginning of the semester, participation was attempted with manipulatives, visual images and others, but it was little or none. Then he was able to obtain a tablet aligned with his communication needs and was a great help. Increase not only participation, but also integration in activities with other students.
|
|
|
0
link
|
|
Nicole Pistorius Posts: 3
5/25/2020
|
I had a kindergarten student who had an emotional/behavioral disability. He would often have outbursts; screaming, crying, throwing things, and sometimes violent to other students. I found that taking him aside, letting him calm down and talking calmly with him really helped. I would give him some time to sit on the carpet and do a different activity and let him come back to with work when he was ready helped him a lot. When we was calm we would discuss his actions, how he felt, how he think others felt and how it affected the classroom. This reflection time helped him understand that his actions impacted others in a negative way. Over time it became much easier to calm him down.
|
|
|
0
link
|
|
MARCELLE DOUGLAS Posts: 3
5/26/2020
|
I had a recently-arrived from Haiti late teen girl who spoke no English, had slight visual impairment and learning difficulties, and had never done any art, apparently. The first session with her, I presented her with a simple large flower picture to color, and she scribbled the whole area with a black pencil, taken from a container of colored pencils. I smiled at her and gave her another picture and just red, yellow and blue pencils. I put a small patch of color in each picture section with the corresponding pencil nearby. She understood, and enjoyed continuing it. I then gave her a "color-by-number" picture, and wrote on a piece of paper each number, with the patch of color next to it. She studied this new challenge with intense concentration for a few moments, then proceeded to color it 100% accurately. I have tried to equate picture-coloring with realism (eg. skin tone not to be purple...) but she tells me firmly, in her own way, that she likes it better her way!
|
|
|
0
link
|
|
Donalee Nobles Posts: 4
6/17/2020
|
I have a student with MS in Kindergarten. She could not use one had really at all. She also had a limp that did not affect her much with dancing. When playing instruments, she would partner with another student or myself to play. I would hold the instrument while she held the mallet to play. We really enjoyed playing together, and she had the opportunity to play a bigger instrument so we did not hit each other. May students would partner with her because they wanted to be helpful. She never saw herself as disabled, just challenged. She played anything she could in class, and would try by herself. I would modify playing two mallets together on the xylophone for her to play the bass note, but she figured out she could tap with the 5th back and forth to the beat. Was never a problem for me as long as she was playing what was intended for the lesson.
|
|
|
0
link
|
|
Jill Malone Posts: 3
6/24/2020
|
In my beginning Ceramics class this past year I had a student that had an Emotional/Behavior disability. This student had to be encouraged to stay on track with projects. He was seated with a group of boys that supported him. He would sometimes become quite upset if he made mistakes or got clay on his clothes. Most of the time gentle encouragement or a word or two when visiting each table would suffice to keep him engaged. However, there was an incident where he became so enraged he threw tools on floor and retreated to a corner in the classroom. I sat down close to him to calm him down.
|
|
|
0
link
|
|
Jill Malone Posts: 3
6/24/2020
|
Jessica Gautier wrote:
I have a KG student who has a learning disability- he is Autistic. He is smart, but gets overwhelmed in my classroom. Many times he wants to run around the room and touch my instruments or personal items on my desk. I have created a special spot for him to sit (a magic carpet). He knows now to come straight to the carpet. I also have made a point to model the correct way to handle an instrument and many times I have to have the student practice a few times how to put an instrument away or he picks a friend to help show him.
As I read this entry, I think that having a predesignated and mutually agreed upon space for a student to go to if they are having emotional difficulty would be a good tool to give the student some agency and also alert the teacher of the students state of mind.
|
|
|
0
link
|
|
Stephanie Grooms Posts: 3
7/6/2020
|
I had a student that was ADHD. I setup clear rules of behavior and consequences for breaking the rules. I set up a program that rewarded appropriate behavior. I made sure to seat the student near a good role model and away from distractions. Also, I established a nonverbal cue to get the student's attention when student was off task.
|
|
|
0
link
|
|
Michelle Sherman Posts: 2
7/8/2020
|
Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I have had many ESE students in my art classes over the last 6 years that range in most of the disabilities that were covered in this course. I had a student who was visually impaired and was not able to see details when drawing, so she always sat very close to what she was drawing. She was able to see values (lights and darks). Her artwork was very dynamic and interesting because she had a lot of contrast in her colors and values.
|
|
|
0
link
|
|
Michelle Sherman Posts: 2
7/9/2020
|
- 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.
As a visual art teacher, I model the objective and have students practice with homework assignments and in class before starting an assignment. Now, I will be more purposeful with the strategy and make sure each lesson has a very clear "I do, We do, You do" component. I will spend even more time on the I do and We do parts, as those were explained to be the most important before sending students off to complete their independent work.
- 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.
Some students use their phones to take a photo of what is written on the board. Now that we use Google Classroom, I can simply upload my presentations as a PDF and students can view these at their own pace at home if needed.
|
|
|
0
link
|
|
Thuan Tran Posts: 2
7/13/2020
|
Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I had an ESE student 2 years ago. He was smaller than other student in class. From my first impression, this student appeared to be bright. Someday he came to class and he was could not sit still in his seat and was constanty talking to his peers, even when they did not want to talk to him. Other days he came to class and did his work without any disruption and hyperfocus on his work. The pattern was unpredictable. One day he got into an argument with his peers and got the whole class against him. I decided to pull this student aside to speak with him. I tried to let him know that I was there to help him not to punish him. I found out that day, his mother did not give him his medication before school, he also told me that sometime he ran out of medicine and his mother could not buy them. We worked out a plan that would help him on the days that he needed extra help. This student trusted me did worked in class to the best of his ability even when he was not having the medication he needed.
|
|
|
0
link
|
|
Jassmen Perez-alvarez Posts: 4
7/22/2020
|
Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
To be honest I sometimes feel that my ESE students are much easier to work with than the general population. Besides the fact that there is a disability, I find that these students want to be in that class. True that some of them have good days and bad days but I feel that it holds true to all students in the adolescent stage. As an instructor, familiarizing yourself with the student's IEP will aid in making differentiated instructional decisions coupled with getting to know the student as an individual will lead to the success of the student.
I recall my first ever ESE student "Nick" because I have such large classes (45-50) students in a room I was consumed with making sure that I didn't overlook his needs...it wasn't until one day when I was rotating the room for one on one instruction and unconsciously went to him several times. I didn't realize that I was making him frustrated with every interruption. Nick had no problem letting me know that the interruption was upsetting him and was rather loud and emotional about it. We discussed the situation and agreed that he would call me when he needed help. I realized that with his disability I had to make sure that my instruction clear and concise. The big lesson for me was to learn when to hover and when not to hover. Nick has been with me now for 3 years and is certified in Photoshop, Dreamweaver, and Illustrator.
When it comes to teaching students with disabilities I have learned to first experience the students and then make decisions on what changes my instruction will need.
--
Jassmen Perez-alvarez
|
|
|
0
link
|