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Nanette Dailey Posts: 4
2/13/2021
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I have several students with hearning impairments. I use a paired hearing device that I wear that amplifies the sound to hearing devices they wear. I also use my computer and projector every class to show my visual examples as well as powerpoints and videos to demonstrate and model the lesson. I have also used small hand held tablets and laptops student may bring to the table to look up anything needed to assist them with understanding the lesson. I have often used these devices as well with Google translate for students who are in school recently coming from a foreign country with little english proficiency. I often partner students who are skillfull with technology in assisting these students as well. Many of my ELL students have become english proficient quickly as their confidence builds with understanding the visual presentations in an elementary Art classroom along with the technology and peer support.
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Sheryl Snow Posts: 5
2/18/2021
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I have an ASD student who is an e-learner, and has difficult following step-by-step instructions, remaining on task, and following through on projects when learning via Zoom. In order to aid this student, as well as in-class students who must work on projects independently at home, I post lesson plans that incorporate active links to video clips of sample artwork as well as step-by-step instructions. Access to video links that demonstrate step-by-step directions allow the student to both stop-and-start, as well as go back and re-watch, videos to allow the student to work on the project at his speed, reducing stress and anxiety associated with hearing directions in real time.
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Christopher Hunt Posts: 4
2/19/2021
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I use my Elmo/Ladybug projector daily. Upon entering the art room they write down the date and objective for the day period. When I introduce a new lesson, I also use the Elmo so everyone can see my hands and hear the directions I am giving. I have also use YouTube clips of other artists and teachers demonstrating a similar lesson. All of my students benefit from the visuals and audio I show them which helps them understand the project.
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Nora Tran Posts: 3
2/22/2021
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Strategy 1- The strategy I use frequently in my class is differentiated assignments. When the lessons are very open ended with lots of options students find their own level of challenge- when we do paper sculptures, I demonstrate a bunch of different ways to sculpt paper, some easy, some medium difficulty, and some hard. I also tell my students that they may discover their own way to bend, fold, and twist the paper that I haven't demonstrated, and that finding a new way to do it is encouraged. I also ask students to think about the strength of the forms they are creating and how to reinforce the sculpture to make it stronger. I wander all over the room. stopping by demonstrating for those that need extra help or prompting them through the process.
Strategy 2- I like the strategy of self-evaluation and reflection- and also encouraging them to think with a growth mindset- for instance "I am proud that I was able to do_________, but I know I need to work on ____________________, my goal for next class is _______________.
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Sr Rosalie Nagy Posts: 1
2/26/2021
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Our school has one-to-one iPads. We have a child who has a visual impairment. We were able to get him an electronic copy of the text and from there he was able to work the iPad to make the text larger so he could see it. We also use NearPod in which we can show him the video or presentation at his angle so he is able to manipulate the picture, presentation or movie for him to see. We also make sure he is in the front of the class and have the sound loud enough so he can hear.
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Julie Stimson Posts: 3
2/27/2021
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Two strategies that I haven't used that I would LOVE to implement are: task cards/cubing and guided notes. As a matter of fact, I would like to use this for the general education classes as well. I could see myself using both task cards and cubing to help students navigate an assignment or project more independently. Some of my students do not retain steps from the presentation very well. A task card or cube would help students remember the important steps in the art process. I could certainly use these methods for differentiation between students or groups and offer centers, potentially. I could foresee these strategies being excellent for my students on the spectrum, who desire more flexibility in choice during their projects.
Another strategy that I would like to use and that would serve as a form of assessment would be the guided notes. The guided notes could be differentiated between grade levels and students by altering the amount of pre-filled notes on the page. For younger kids or students with developmental and language hurdles, I could implement pictures into the notes. The notes would be an excellent way to keep students engaged in the lesson delivery and keep track of newly attained knowledge.
A technology that I have used with success in my classroom is the smartboard. It offers an excellent visual representation of whatever material we are researching. I can show pictures or examples from the internet, play video, demonstrate use of a material via the elmo camera, or have students use the touch screen capability to interact with the material. It is awesome and I am so thankful for it! It has replaced my old projector set-up. It is a great tool for all of my special needs students as I find they are more immersed in the material when they see it in vivid color and clarity on the smart board. They look forward to coming up and using their finger to draw something on the screen. I also love writing impromptu directions, step by step, using the notepad feature.
edited by Julie Stimson on 2/27/2021
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Virginia Carr Posts: 6
3/6/2021
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All my student's have ipads. I have used them everyday with my kids. We use them as drawing tools, I upload how to draw videos onto Canvas for them to access when they complete their projects so they can continue their practice. We have used them to share information, learn to use them like a light table, use them as a model resource and so much more. This is my first year really utilizing them and now I couldn't image class without them. We do virtual Venn diagrams, practice drawing with a stylus or a finger, break into groups and create digital projects at safe distances due to COVID. Students, especially my ESE students love to share in a classroom Zoom their work on the big screen.
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Virginia Carr Posts: 6
3/6/2021
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- 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 a student that is nearly deaf. He has two hearing aids and a microphone I wear that taps into his audio. I also draw while I talk as well as have an ALS interpreter in the room. It has been a learning experience for both of us. I have learned to be more aware of him and his needs and he has taught me some signs. For example I make sure I am in direct line of view so I know he can see me. I speak louder during that class to ensure my voice is picked up over the mic of the students in the room. I illustrate the directions as I discuss the days project. I have discovered this actually helps many of my ESE students stay focused during instruction.
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Keeley Messer Posts: 3
3/25/2021
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Being in Kindergarten any visual is very helpful for those who can't read yet. But one year I had a student who was ASD. He was very bright but used pictures to help himself communicate and helped him with knowing what to do. For center rotations I had a powerpoint that had students pictures along with the center they were doing. So everyday my student saw his picture with the picture of his partner for the day, then next to that a picture of what center they were doing together, such as computers, word work, STEM work, etc.
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Diana Chighizola Posts: 3
3/30/2021
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I regularly differentiate my lessons even though I teach in a Private school, and we are not required to provide for special needs the same way you would in a public school, we do accept and teach special needs students. Most often I will adjust the complexity of the product. I will provide exemplars of different final projects and allow students to pace themselves with the level of difficulty. My artists always go for the more challenging outcome. I also have systematic instructional routines that my students learn from Kindergarten on. One I can think of specifically is when I teach watercolor, we have a chant about the steps: "brush in the water, to the paint, to the paper". This works for all students.
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Samantha Shaffer Posts: 3
4/8/2021
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Peer partners in the art room could be very beneficial for students who struggle in multiple areas. I actually teach my son's art class and he has some sensory and focusing issues. I could see how pairing him with a partner who could help direct him to the next step would be beneficial as he'd have that accountability while still maintaining his independence. Of course, those partnerships would need to be monitored and strategically placed as it would be easy for a child with higher abilities to do the whole project for the other child. But, overall I think that the child with the higher abilities could thrive in their ability to help someone else through modeling the tasks and encouraging the student with disabilities to move on to the next step.
Task analysis would be another great way to help learners in the classroom. I often hand out drawing guides when I am also doing directed drawings because it helps the students see what's coming next. I can see the task analysis going even deeper depending on the need. Let's say the student is unable to follow the basic steps of completing the assignment. I could break it down into smaller steps and include pictures and that sheet could be taken out every time he/she comes in. It could include anything from "Check that you have the supplies you need." to "When you are done with your art, look at the board or ask a friend to figure out where to place it." This would help his/her need for clear direction without getting overwhelmed.
edited by Samantha Shaffer on 4/8/2021
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tashadavis-burton Posts: 3
4/12/2021
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Chaining would be beneficial for students as part of step by step instruction or scaffolding.It can also be a great way to check for understanding. Also, the Peer partner are great for students. Its is beneficial to all student with accountability activities incoorporated into the lessons. I
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Laura Buckley Posts: 3
4/12/2021
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I could implement tiered lessons with task cards so that students could learn essential big ideas in different ways. I could also create visual prompts that students could use for continual reference throughout a lesson.
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Michaela Reilly Posts: 3
4/14/2021
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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.
I think that chaining and tiered lessons are wonderful strategies for art. Chaining and backwards chaining could be used as a whole group or individually. Using chaining for students to practice using a new tool or method allows practice for all students. Providing addition chaining practice, backwards chaining, or a visual of steps for students will allow practice and fluency with a new concept or tool. For a project that needs a draft, revision, tracing with art supplies, coloring, layering, or copying; allowing chaining from smaller steps into bigger ones will allow students on different levels to become confident and competent with the project.
Another strategy that is helpful in the classroom is tiered lessons. Offering different levels of skill based tasks based on students needs allow all students to work toward the same ending, at their own ability level. Having students create art together, create independently, look up famous artist or art work, having students discuss or write about art, these are all ways for students to learn about a specific art style while working to challenge their skills.
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Oluwakemi Agbejule Posts: 6
4/18/2021
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I use Smart Board in my classroom for my visual impairment student because it allows me to meet my student's need. When I teach a Science or Social Studies lesson. This also helps my student to interact and understand the lesson bein taught in class.
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Oluwakemi Agbejule Posts: 6
4/18/2021
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I do agree with you , video clips are great way to provide visual information, especially with the younger ones. It is interactive. This is a way to meet students, needs.
Regina Fallgren wrote:
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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joyce huffman Posts: 6
4/19/2021
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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 had a student that was visually impaired. She could see words and pictures if they were large print. This is a challenge in the classroom for story reading. For this student she went to a learning center that she could listen to her story being read to her. When we did whole class instruction/reading of Science or Social Studies or from our Reading books I would project the pages in a large format on the Smartboard so she could read along with the class. During centers she also could go to the Smartboard and work on her math assignments since the math book was on the Smart Board and all she had to do was enlarge the questions to be able to read them.
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Sharon Weissman Posts: 3
4/22/2021
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Several years ago when teaching fourth grade I had a student with dysgraphia. She struggled to put her thoughts down in written form and her handwriting was difficult to read. She was very bright and had a lot to contribute to the dynamic of the class. Her parents sought help in the beginning of the schoolyear and she was allowed special accomodations to use assistive technology. She and her family chose both a dictation machine for use in class and a text-to-speech computer for homework and large writing assignments. It was amazing seeing the change in the student both academically and socioemotionally. Now, instead of putting all of her energy into a task she just wasn't capeable of and caused much anxiety, she was freed up to actually participate in real time and to contribute. In this case, technology was a great help to the student and the classroom dynamic as a whole.
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jeffrey lake Posts: 3
4/23/2021
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I have several students with AD/HD.I have started using smartboards in my classroom as a way of introducing technology in my curriculum .We do a lesson where students are asked to compare the paintings of two different artists. Students are able to use the smart board to slide the curser over the artwork that they choose.
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Kimberly Booker Posts: 3
4/25/2021
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This year, I am teaching art on a cart during the pandemic. Everything is new to me as well as the students. There is a lot of transient students. Mid-year, I got a new fourth grade student. He didn't seem to respond to my teaching the way the other students did. After a few weeks went by, I was presented with a lanyard that attached to a microphone. The new student was partially deaf and wore a hearing device that picked up the microphone that hung from my lanyard so he could hear. Needles to say, his engagement soared.
Since I spend about 30% of my time teaching virtually, I'm using technology then also.
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