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Joanna James Posts: 5
2/21/2022
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I used scaffolding to teach a deaf student how to make a concrete Kachina totem 30" high. His preference for tactile materials led to a series of scaffolding exercises which included painting Kachina forms, experimentation with wire armatures, and learning to work with concrete. I modeled the steps so that he could learn visually. It was helpful that I learned sign language terms since his reading level was about 2nd grade. He was first described to me as a student with behavioral and emotional problems secondary to his deafness. His previous art teacher reported that he would paint with great energy and enthusiasm which resulted in finishing a canvas very quickly. Then he would become very disturbed when asked to leave class. Observing his process, I realized that the painting was his only voice, a vivid and expressive display of his inner world. His disruptive behavior was his reaction to being 'silenced.' I purchased a roll of Kraft paper and set up a long painting station outside so that his time working would not be shorter than the hour alloted. This allowed him to begin to trust me and become open to other forms of artwork which I introduced through pictures of finished art, 1-D, then 2-D and finally 3-D representative work we did together. The school director could not believe that this cooperative and industrious student was the same as the one with the reputation of disruptive outbursts: "untrainable." This impacted my determination to get more tools under my belt so that I would not set up my students for failure. Finally, the director explained that the parents rejected and neglected him as an infant to such an extent that emotional disability manifested as his primary disability. When I met him, he was about 20 years old and aging out of the programs available. He clearly understood that his concrete sculpture was admired when it was placed prominently in the school gallery and presented at a local art fair. Even if it had taken 20 years for him to find his voice and feel success, it did happen for him. No one could take that away from him.
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Elizabeth Armstrong Posts: 3
2/22/2022
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I use the whiteboard for 5 question quizzes. The students get a quiz each week . After the quiz we go over the answers as a class. Then we do a concept review of all the material we have had presented through the year. The students are divided into two teams. The winning team got prizes. One of the rules is that if a team member talks out of turn the other team gets a point.We also use the projector alt for seeing art works from internet or sharing their own work.(volunteers only). My students usually tested well because we had weekly quizzes and made learning fun.
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Denise Quirk Vowell Posts: 3
3/8/2022
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I have multiple students that do not communicate verbally. Those students have a laptop that they choose words to respond with during their lesson. I can ask them which colors are the cool colors and they can choose the correct colors on the computer.
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Susan Julio Posts: 3
3/13/2022
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We begin each lesson by chanting the 7 elements of art as well as using the sign language symbol to accompany each element.
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Katie Holt Posts: 3
3/14/2022
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Two strategies I can use in my Art room would be Task and Graphic Organizers. I like the idea of using Task Cards with students with ADD, for example, because the cards break each task down into a small, manageable and clearly written chunk. Upon completion of one task, students can then move ahead at the pace appropriate. Often times explaining the entire concept or lesson to the class does not assist or reach students who work well with smaller tasks to complete.
Working with graphic organizers like the Venn and Semantic Diagram can give small group discussion among different styles of learners the opportunity to all feel like they are part of the discussion and able to add a piece, fact, opinion, art concept to the diagram.
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Brandie King Posts: 4
3/25/2022
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Elementary visual art has not been provided computers or iPads “YET”. I am hopeful that this will be happening soon. I have not had a student who required technology accommodations. This year I have been part of an ongoing process working with a student with behavior/emotional disorders. He is new to our
school and in the 4th grade. He has been to several school and just this year changed classes once already. During my classes he would lash out, cause disruption to the point the class would be ready to go after him. Separating him seemed to be the only way to calm the increasing frenzy. Once he was alone, he was calm, responsive, and even pleasant. The entire team was at a loss. There was a suggestion that sound, the bantering of other students was setting him off. I had him bring in his own earbuds and gave him an MP3 player. He now puts on the music when he enters the room. Listens to the directions. Then when it is time, goes back to listening while he is working. The music drowns out he sounds of the classroom. He has been more successful at completing his assignments and I have had more success in teaching the entire class.
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Annie Clifton Posts: 3
3/30/2022
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1. In my classroom, I could use different learning centers for students. I can form small groups for my self-contained classes and begin incorporating more meaningful instruction for each group by providing different types of lessons at each learning station.
I can also apply the strategy of a peer partner when teaching with my students who push into art with another class. A peer partner will be able to help the student with a disability to model the skills they will practice, as well as help them when they make a mistake.
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Pamela DeVito-Hill Posts: 3
4/1/2022
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I could use Venn diagrams for comparing and contrasting artwork by famous artists. I could use grouping for the Venn diagram task also for peer support. I teach mixed ages and this would help greatly with differentiating abilities. I could use Stop Motion animation using iPads for technology inclusion and use grouping to support learners needs.
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Madeleine Pinaire Posts: 3
4/3/2022
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I would use the Venn Diagrams with my elementary students in order to compare and contrast artworks. Most students already use this diagram in class, so I would do a little scaffolding to help introduce it. I think it would help students organize their ideas and know that they are meeting the intended objectives. I would also use differentiated instruction to help meet the needs of students with disabilities. I can scaffold their lessons slightly differently to make sure they are learning the big ideas, even if it takes a little longer.
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Nancy Klark Posts: 14
4/6/2022
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So, just saying, I may have responded to this prompt after a previous unit due to my perception that this is a confusing format.
Anyway, 2 strategies that I plan to implement in my classroom are Graphic Organizers and Task Analysis. I know that I've utilized both in lessons over the years, although not consistently, and more often with media/processes such as printmaking or linear perspective that lend themselves to step-by-step processes. However, the suggestion that students respond to routine resonated with me because I find myself working with students who seem less focused and more overwhelmed. As a visual arts instructor in a high school, I try to inspire, intrigue and yes, to entertain. Introducing a lesson with verve to catch their attention, then following up with master artist and peer examples, formal compositional support and supply organizational strategies are my go-to strategies. My current post-COVID student population seems emotionally, intellectually, creatively and motivationally demoralized / delayed / destabilized. I still try to bring the energy and inspiration, but they seem to need more step-by-step instruction, which can be achieved through graphic organizers and breaking down tasks into easily digested steps.
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Nancy Klark Posts: 14
4/6/2022
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Administrator wrote:
(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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Alexis Chanhvandam Posts: 3
4/12/2022
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I have a student who is hard of hearing. In addition to the microphone I use on a regular basis to assist all students in being able to hear, I also use an additional device which amplifies my voice and connects it directly to this student's hearing aid.
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Lindsay Waguespack Posts: 2
4/19/2022
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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 identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
Since teaching virtually we have included visual slides in zoom with minimal text that is ADA compliant. We use closed captioning for Hearing Impairments and we record all lessons for students who may need the option to rewatch or pause the video to take a break or who may need extended time.
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Tanya Ashe Posts: 3
4/24/2022
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I have a student that is hard of hearing. He wears a hearing device and I have a microphone that I wear when instructing the class as a whole. The technology strategies that I have discovered that work well for me is a free subscription to DCMP (the Described Captioned Media Program) grant website. This site allows me to teach art elements and various art techniques with subtitles so my student can read the content while the educational videos are being narrated. The student also has the opportunity to view the educational videos on a laptop that he uses or by me showing it to a group via projector. Great educational content on the entire site.
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Beth Elliston Posts: 4
4/25/2022
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I had a student with TBI who had assistive technology as one of his accommodations. In art class I had an ipad for him to use both for art creating and during our critique process for writing.
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Danny Street Posts: 4
4/26/2022
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The Task Card strategy could easily be implemented in my art classes. By using the task card to divide a class lesson into individual tasks and assigning the more detailed areas of (say, a mural) to the students with greater interest and ability in art, and assigning less detailed sections to the students that may have a difficult time in art. That would give all a sense of pride of the completed piece.
The Reflection Strategies fit my normal teaching methods. My class time is limited to thirty minutes, which leaves very little time for a monologue. I am constantly, throughout the class, delivering information and assessing students' understanding of the information as they work on the task. I stress Self Evaluation, pushing each student to analyze the problem they present to me and come up with their own solution as I guide them with more questions. Student: Can I have another sheet? I don't like mine. Me: What don't you like about it? Well, how about we use some imagination and change that part. This gives the student the realization that it can be changed, allowing the student opportunity to gaine control of the outcome of their piece.
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Danny Street Posts: 4
4/26/2022
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One use of technology to aid a student with a disability in my classroom would be the microphone clip I wear as a part of a hearing-aid system that a student with a hearing impairment has in one of my classes. He wears the receiver on his ear and I wear the microphone near my mouth. He has never complained of not hearing the instructions. He does great work, which leads me to believe it works for him. And I don't have to stand in front of him for the entire class time.
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Catherine Laura Irmis Posts: 3
5/11/2022
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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 identify or describe the specific technology and the student's disability. Share your response in the threaded discussion:
I have used several technological devices for my ASD classes/students. Ipads are their favorite and this technology helps greatly with instruction practices. I create a video first to show the useage then as I o=monitor they use the ipads with the same program.
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Tracey Williams Posts: 3
5/14/2022
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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.
Differentiated Instruction: Having students focus on the principle of design, SPACE, typically looks like me having students problem solve how to create a background for a drawing they've created, adding more imagery spaces, ect. With many of ESE students the goal is getting them to fill the space, spend more time coloring (i.e a blue background behind their pikachu drawing) or even using a scribbling design to serve as the background to the picture of their family they drew. (Materials will vary student to student as well, and time.) I've had ESE students latch onto a particular project and spend many classes just adding more and more intricate details, so allowing more time.
Chaining can be used both for classroom routines. My 3rd-5th get their own supplies and set up their own work stations. Also can be used for more difficult skills (learning to draw faces). With Kinder chaining is useful for getting them to learn the steps need for different types of art projects, creating successful pieces and learning routines.
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Herbert Cummings, Jr. Posts: 6
5/14/2022
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Several strategies that could be implemented in my classroom as a result of a student disability would be the use of graphic organizers. The students respond well to various types of graphic organizers and they are effective in the classroom. A student with a disability benefits from being able to view organized information in a meaningful way. Venn diagrams for example, shows similarities as well as differences of an object or subject. The student is able to process the material and it can be presented in a way in which the student can learn.
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