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Administrator Administrator Posts: 18
4/11/2016
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(Choose one)
1. 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 student's disability. Share your response in the threaded discussion.
2. 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 identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
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Kim Andrescik Posts: 2
4/27/2016
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1. Two of the strategies that could potentially be implemented into my art lessons are graphic organizers and chaining. Many times my lessons have multiple steps in a process. Many times I give the directions orally while modeling each step. After I have modeled the steps involved in completing the lesson, the children begin their projects. I walk around the room and assist as needed. Each class children ask me "What were we supposed to do again?" If I implemented the strategy of graphic organizers into my lessons I could have each step of the project written in a space on the organizer for the children to refer back to while they work. Often times I think I give too many oral directions for each project. The strategy of chaining would probably be helpful as well. Taking a lesson and breaking it down into small manageable steps would make the lesson more enjoyable and understandable for my students.
2. One way I have used technology to meet the needs of a students with a hearing disability is that I wear an FM system while I teach. I wear a transmitter with a small microphone attached to it while I teach. He has a microphone in his hearing aids that allow him to hear my directions and voice clearly without being distracted by the background noise of the classroom. This also allows him to hear my voice even if my back is turned to him or I am across the classroom.
edited by Kim Andrescik on 4/27/2016
edited by Kim Andrescik on 4/27/2016
edited by Kim Andrescik on 4/27/2016
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patricia salzano Posts: 3
5/2/2016
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In my art classroom I have used the smart board technology for students to do a hands on Venn Diagram when comparing 2 works of art. The students can slide their choices to each circle or even write new ones if they choose. They love the hands on approach.
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Christine Jamrok Posts: 3
5/16/2016
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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 non-verbal student with ASD in my classroom. He is incredibly bright, but lacks the ability to communicate effectively with his peers (in addition to not being non-verbal, writing also poses a challenge). One of the ways I encourage this student to work with his peers is through Kahoot--- a trivia game that uses tablets and my smart board. Rather than having to speak or write responses, students choose from available options, and their answers are projected on the board, and points are awarded based on response times. Because this student excels at this activity, he has become a valuable team member in a group that may have otherwise not included him. Not only does this activity allow me to assess his learning, it lets him be a valued member of our classroom community.
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Maureen Parinello Posts: 3
5/28/2016
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I currently have a 3rd grader with ASD and LI. Using the Artsonia app on an IPad together with a visual rubric the student evaluates his work for craftsmanship-he assigns himself the number of points he feels he achieved based on comparing his work to the rubric. Peer partners additionally rate each other's work on the rubric. The student reflects on his work and types a 3 sentence artist statement on the IPAD in the artsonia classroom app to explain how he used an element and a principle in his work. I check the artist statements and I am able to send him additional questions or comments that are only visible to him to scaffold so that he achieves an appropriate response. All students do this to complete their assignments so I am able to see quickly who needs what and provide what is needed
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Regina Fallgren Posts: 4
6/5/2016
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Video clips are great way to give ample visual information in a short three minute segment for overview of lesson material or when wanting to show a clip demonstrating an art technique such as making a coil pot. If a student is struggling with a specific step, the clip can be replayed. It is also helpful for students that enter class late due or for students that missed a part of the lesson.
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Taylor Peterson Posts: 3
6/6/2016
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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 use technology almost every day in my classroom to assist with certain lessons. For my students who are visually impaired, it helps to use the projector alongside printed photographs of paintings. This way the student does not need to strain to see the details of the painting - they are automatically enlarged via the projector. I also make sure to include text with the images, for those students who are hard of hearing (and also for English-Language-Learners). Also for the visually impaired students, I use the document camera when showing things in a small area - for example, how to mix colors (when discussing how primary colors create secondary colors). This way I can show the entire class something on a larger screen rather than having them all crowd around the table.
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Katie Thaggard Posts: 3
6/11/2016
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For a student who is out of school a lot due to chronic illness, a learning contract would be useful as it will help keep the child's parent involved in his/her learning progress and the student in question will feel less pressure to work on assignments when he/she is not feeling well. In addition to a learning contract, I would make use of the school's computer assisted instruction so that the student and I can communicate when needed about assignments, and progress; giving feed-back as often as necessary.
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Regina Miller Posts: 3
6/16/2016
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Strategies I use in the art room often are Chaining and task analysis and venn diagrams. I do a lot of projects with multiple steps and directions, so I will break down the directions few at a time, and orally go over them. I usually have them written up and shown on the aver vision and even zoom in for those who can't see as well. In the past I would go over it all at once, and they would get confused and felt like they had to hurry up. So slowing down and breaking it up has helped a lot of students feel better. I use a microphone as well, that is helpful for the hard of hearing students and show short video clips, use the activ panel a lot for pictures and comparing as far as technology goes.
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Michelle Ulvila Posts: 3
6/17/2016
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Our school's curriculum can be found completely online. I found this extremely beneficial when I had a student in my class who was diagnosed with leukemia. Due to the treatment he had to receive, he could not attend class. I was able to assign our daily lessons to him online, and he completed them at home. We were also able to communicate through email and video chat whenever he had questions about the lessons.
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Morgan Flanagan Posts: 3
6/22/2016
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I had a student who was in the process of being evaluated for autism. He had difficulty writing and using materials along with communicating his needs with teachers and peers. One of his interests was anything to do with the computers. Some programs I found to help him to be artistic, creative, and yet not have him to meltdown was ArtRage and ArtWeaver. ArtRage is a fun, easy-to-learn program for experimenting with digital art with an easy-to-use interface. ArtWeaver features a number of natural media brushes and tools such as chalk, pencils, charcoal, oil paint, felt markers, crayons, airbrushes, acrylic, sponges, and pastels. These programs seemed to help him by achieving the artistic standards but still meeting his special needs.
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Robin Burton Posts: 2
7/1/2016
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I use the overhead projector to demonstrate how to do something and break up the instruction. I have also used video clips. This way students have visuals and audio to help them understand the project.
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Jo Anne Petry Posts: 3
7/11/2016
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I have found that the tools and strategies for working with students with disabilities are tools I use regularly in my classroom when teaching art skills and techniques to my elementary students. Breaking tasks down by chaining is the best way to teach complex art processes especially for students with ADD and other specific learning disabilities. Providing differentiated assignments is helpful to address students with different amounts of prior exposure to prerequisite skills and practice in addition to being vital to the success of students with disabilities. Once the general project directions are taught the teacher can easily move from student to student providing more support or more challenging extensions as required by each students' individual learning needs.
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Deb Magahey Posts: 3
7/31/2016
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I already use several of the techniques as well. However, this year I am thinking of creating a seating chart where the tables will be tiered. That way if I want to use a task card activity at the beginning of a unit for a skill or concept, I can easily implement that activity. I also love the cubing idea. This activity could be targeted around art criticism, discussion, and reflection. I could have a six step visual and let students roll a dice in small groups to complete an activity. Lots of great ideas from this section!
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Patricia Whitfill Posts: 3
8/2/2016
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I have a student with DMD (Duchenne Muscular Dystrophy) whose motor skills have greatly diminished over the last two years. I keep him close to the desk where I have the document camera set up so that I can show the entire class various techniques needed to complete their projects or short video clips with the step by step instructions that can be repeated if necessary all the while helping my student with limited disabilities perform the steps needed. I am able to talk with him while he is doing his projects so I can assess whether or not he is understanding the vocabulary and terminology used. He struggles to use his hands, so he takes lots of breaks. He also comes extra times to art since he is limited in PE by his wheel chair. This helps to give him the extra time he needs to complete a project.
edited by Patricia Whitfill on 8/2/2016
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Maria Tomacari Posts: 3
8/18/2016
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2 strategies that I could use would be learning stations that would allow my students with disabilities to take a break from the struggles of the regular classroom procedures and explore other materials and mediums, They could work at their own pace and create and express themselves. The other resource I love to use are IPads and pcs in the artroom. Their are so many apps, programs and creative ways to utilize the technologies.
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Leann Malphurs Posts: 3
8/24/2016
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I use reciprocal teaching in my daily instruction for not only reading, but also science and social studies. I found the reciprocal teaching worksheet to be extremely useful, so I plan on implementing that into my students' reading notebooks. Graphic organizers and tiered lessons are invaluable--I use chaining often especially during the multi-step, higher level math problems in our 5th grade curriculum. This section was loaded with great suggestions and reminders of some things I haven't used in a while!!
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Ed Sauk Posts: 4
8/27/2016
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In a third grade lesson about symmetry I provided differentiated instruction for a student with a Behavioral Disorder. I was careful to have the student placed in a group that would not conflict with his personality. The student had genuine talent and interest but was easily angered. His work was structured so that he was given options for choice within the project’s goal. I encouraged him and stressed the importance of enjoying his work and patience. I frequently monitored his work and behavior and gave him positive recognition in front of his peers. I encouraged him to help his group members. He was also invited into the school’s Art Club but was required to have a positive conduct grade each week.
I assisted a (HI) Hearing Impaired first grade student with technology by using a head set with microphone that amplified my voice into hearing aids that she wore.
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Ed Sauk Posts: 4
8/27/2016
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In a drawing lesson with fourth graders I used the Tiered Lesson strategy. A student with ADHD was given scaffolded instruction and varied subject matter that gradually increased in detail. The student was taught to simplify the objects viewing them in their biggest schematic shape and proportion. The student was taught to work from a simple representation to gradually adding medium sized down to small details. Demonstration and visuals demonstrating the concepts were provided.
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Staci Barnhouse Posts: 3
8/30/2016
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When I was teaching 2nd graders I had one student who was under going evaluations and tests for what turned out to be Aspergers. But while I had him, he really struggled with being able to write a written response to a question, so I would have him go to the computer; where he had a separate folder ready and knew exactly how to open Word and everything and type his response for me. He would then save it (it was linked to my network) and I would check it later or right then.
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