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Leslie Dickey Posts: 4
3/16/2023
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The first strategy I use with my studetns in my classroom is technology with Smart Boards. I being my lessons with visuals, videos, nearpods and teacher demonstrations through the Smart board technology. This is my hook I use to get students excitied about the lesson and I can give explicit instruction. Another strategy I use is Adaptive Techology Tools with the use of Ipads. Student with disabilities that need reinforcement and increased engagement for my lesson normally excel with technology based modifications.
I also use Grouping Practices or Peer Partners. My classroom is set up with groups of 3 or 4 students at each large table. I teach peer modeling where students learn from each other and support their partners by assisting and reinforcing the skills we are learning.
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Melissa Carter Posts: 3
3/16/2023
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1. I believe my students could greatly benefit from me using more graphic organizers. Most classes I go over the steps verbally and demonstrate and will usually have them repeat the steps by being prompted but I still get students that forget a step. Perhaps if I had some type of laminated flow chart with a dry erase marker to write the steps in, students could have a visual to refer to while working to ensure they complete all the steps.
Another strategy I am considering is small groups and centers for more individualized instruction. I feel it definitely takes more preparation but I think it could really benefit some of the students who need more time than others with certain projects. The students who are ahead could perhaps take advantage of some art websites/activities on their laptops, and I could work with students who need more support. There are times when half of the class is finishing and the other half still needs another class period. Those would be good days to have a few centers ready - technology center, perhaps a cube with some art history books/prints for students to read write about or discuss, perhaps a drawing station with step by step instructions. We have a 'creation corner' for early finishers but it's more a free draw station. I think I could develop a plan implementing these strategies!
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Tracy Torrance Posts: 5
3/26/2023
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There are two concepts that I have used successfully in my classroom the last couple of years: Learning Contracts and technology. With intermediate elementary EBD students, I found that learning contracts work well. I work in conjunction with the classroom teachers to help minimize aggressive or defiant behaviors in both classrooms. If the student complies with classroom rules for the week, all three of us sign that week’s contract and the student earns a lesson of their choice: piano, drum, or voice. It’s a win-win for both sides – behaviors improve and their reward is music.
The second concept I’ve used is technology, specifically Teams and Canvas. My chorus meets once a week on Mondays, which is a common day for holidays, so we miss quite a few rehearsals. I have a few ADD as well as ASD students in this ensemble. To help them outside of class, I post recordings of the music (solo voice with piano playing in unison, accompaniment only, and full performance), pdf of music, and a lyric sheet. If the piece has more than one voice part, I highlight the parts in two different colors so the students know which line to follow.
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Cavelle A. Levine-Lake Posts: 4
3/28/2023
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Graphic organizers: most of my students benefit from using graphic organizers because it helps them to be able to organize their work better. We do a lot of work around Science concepts and using a graphic organizer helps them to be able to lay out the content and put the information that relates to it in a sequential manner. It also serves as a great visual for representing information.
Centers: I know that students learn best from each other and working in centers checks many boxes. They get to work with each other and learn from each other. They move through different activities with helps to address the various learning styles and lastly, in centers, I can differentiate the activities and tailor them to their ability levels. This does take a bit more work, but it is worth is to see students of all ability and academic levels being successful.
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GloC Posts: 3
3/30/2023
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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 student's disability. Share your response in the threaded discussion.--
1) Both of the recommendations for Tiered Lessons would work. I can imagine them being used based on color such that students were assigned a color of activity to complete, making sure that my students with disabilities get the appropriate activity to match their readiness.
2) In trying to minimize disruptions with my ADHD students, I can imagine using guided notes done in a graphic way to be able to deliver the foundation information and directions before the making part of art.
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Mary Booher Posts: 3
3/31/2023
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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 student's disability. Share your response in the threaded discussion.
One of the strategies discussed that I could potentially implement in my classroom is using task cards. While playing recorders, we can break it down by the rhythms first, then singing the note names, then playing the notes, and then putting it together one measure at a time.
Secondly, using peer partners is something we are already doing in our class - I think I have some future teachers in my room! We have students that turn around and help their neighbor. The students want to be helpful and they love that someone else is helping them!
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Carmen Fernandez Posts: 4
4/7/2023
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I could implement the peer support strategy by pairing up my students who have difficulty with sustaining attention and with fine motor skills with a student who can remind them of their next steps in a project and can model the fine motor skills needed. Of course, I would also assist 1 on 1 as needed. I could also use the cubing to provide tiered lessons.
Students at lower levels of readiness may use cubes with concrete prompts while students at higher levels of readiness may use cubes with abstract prompts. I liked the idea from author Rick Wormeli suggesting incorporating Bloom’s Taxonomy to differentiate cube sides:
- Knowledge—Students recall and cite content.
- Comprehension—Students demonstrate their understanding of the content.
- Application—Students use their knowledge and skills in a different way or situation.
- Analysis—Students break down topics into pieces and analyze them.
- Synthesis—Students consider aspects that seem to contradict each other and form something new.
- Evaluation—Students use their previous learning to judge the value or success of something. Students follow a specific criteria.
I think I’d like to use this when asking students questions at a variety of levels when they’re engaging in art criticism. For example, students with a disability can respond to the best of their abilities at various levels of Bloom’s Taxonomy. Also, they can work together with their peer to answer the more abstract questions, if they need the help.
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Maria Romero Posts: 3
4/12/2023
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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 had a student with a visual impairment. Every time I introduce a lesson, I show a power point presentation in the Smart Board for the whole class, I would keep him in the first roll close to it. One topic required to draw by observation, birds of Florida. The students had to capture as many details as possible of the animals’ features. Usually, I display a couple of pictures on the Smart Board and the students choose one. Since the student could not see well, I uploaded the power point presentation on the platform Schoology. The visually impaired student used a laptop to access a picture of a bird of his choice. By using the device, he was able to focus on specific areas of the picture that, otherwise, could not see clearly; he enlarged them and see the details.
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D. Fernandez Posts: 3
4/12/2023
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I use a smart board for all of my lessons. This gives the student an opportunity to see Artist's work and also to view the illustrations the Teacher is drawing step-by-step.
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Angela Johnson Posts: 4
4/20/2023
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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 student's disability. Share your response in the threaded discussion.
One strategy I would like to utilize more in my classroom is graphic organizers in order to better explain the processes and procedures to complete a project. I feel that this more visual representation will help my students who may have a harder time remembering verbal instructions.
Another strategy I would like to utilize more in my classroom is peer partners. I already use this strategy some in my classroom already but I definitely see how I could utilize this strategy more to assist students who may work at a bit of a slower pace or may have a hard time remembering my verbal instructions. I can also see where this would be beneficial for all students in the classroom as all students can use some extra assistance at times even my students who don't normally struggle.
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Andrea Desouza Posts: 4
4/25/2023
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Target Student: Susie, a third-grade student who has attention deficit disorder.
Strategy#1: Task Analysis
I believe that TASK ANALYSIS is a great strategy to be used with Susie, who has difficulty finishing up tasks. She also has a very short attention spam and will stop listening after a few seconds. Susie will benefit from a task being broken down in smaller steps that can be easily and quickly be accomplished. If Susie is able to complete each small step successfully, she will experience the joy of accomplishing big goals but in smaller, not overwhelming steps. For example, if I want Susie to learn about secondary colors, I could try the following steps:
1. Get paper
2. Get crayons or coloring pencils
3. Make a shape (small circle) in the paper by using one of the colors. For example, a yellow circle.
4. Choose another color (for example, blue) and use it to cover the shape previously drawn. You will cover your yellow circle with the blue color.
5. Did you make another color with blue and yellow?
6. Create a new shape with a brand new combination of two colors.
7. Repeat until you try all of them, two at a time.
Strategy #2: Task Cards
I can use Task Cards with Susie to illustrate the steps to accomplish a task. This way, Susie can keep track of her progress and what needs to be done to achieve the goal. For example, if I wanted Susie to learn how to draw a cube, I could try to set up the following task cards:
1. Draw a square (this task card will have an illustration of a square in it)
2. Find the middle of the square and put a dot in it. (Illustration of the square with a dot in the center)
3. Draw a line going upwards (Illustration of the square with a line going upwards and out of the boundaries of the first square)
4. Draw another line going to the side (Illustration of the square with a line going upwards and another line going to the right side, out of the boundaries of the first square, just like the handles in a clock)
5. Close the lines making a second square inside the first one. (Illustration of a square two squares, one a bit above the other, but intersecting with it)
6. Pull diagonal lines closing each corner of the squares together (Illustration of the two squares with diagonal lines drawn in red and maybe numbers 1,2,3,4… according with which diagonal line was drawn first, and so on)
7. A picture of a complete cube should be added.
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JaNae Robinson Posts: 3
4/25/2023
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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.
I use technology throughout all of my classes. My computer is connected to the smart board but is also used for displaying lessons, and learning games or activities that enhance the lesson to assist students with the concept being taught
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Chelsea Boyette Posts: 3
5/3/2023
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1. Chaining has ben very helpful in teaching my enrichment students songs that help them to learn the steps of solving the Rubik's cube. A student with a visual impairment would find it easier to learn the provided written steps using an audible song.
Graphic organizers have been helpful in comparing and contrasting famous works of art. Students with ADHD are able to write less and in a more visually organized way on a graphic organizer compared to writing complete sentences or paragraphs.
2. I have used "True size of" website to help illustrate to students that the globe's representation on flat paper skews our perception of each country's size. This is a universal tool that I use to appeal to all of my students, not just those with difficulty grasping abstract concepts.
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Kim Kovacs Posts: 3
5/7/2023
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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.
Learning Centers: It is the end of the school year and I have four different centers set up for practicing varied skills: drawing skills, modeling skills, collage skills, and painting skills. Students can select the center they wish to work at and can work with partners. Examples and directions are provided however, students can make anything they want to make as long as they are practicing that skill.
Cooperative Learning: It is the end of the school year and I am going to have students working on group projects. They will work together to create a variety of 2D and 3D group projects as "challenges". Each group will have expectations that ensure all students are participating. A little healthy competition allowing students to benefit from peer partner work.
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Larry Helms Posts: 3
5/11/2023
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Fine Arts educators (choose one):
- 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.
- 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.
Learning Centers: In my self contained classes, I set up various centers such as free draw, coloring, clay, and one on one/ small group lesson area. I have found this works best with this group by allowing various levels of skill to be put to use.
Peer Partners: Within the art room setting for inclusive learners, I often group these learners with high achieving or skilled partners to assist and discuss topics and produce art.
I use technology in variety of ways. One primary example where technology was used is for a visually impaired student. I used the projector and document camera to enlarge the directions for a drawing.
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Rachel Spicer Posts: 3
5/11/2023
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I will use a Venn Diagram as a graphic organizer for a visual art lesson to compare and contrast two works of art. We will study and compare Van Gogh's Wheatfield and Derain's Mountains at Collioure. Using the diagram will help all students, including those with disabilities, organize their thoughts in a way that is visually appealing and helps them to make sense of the content.
I will use the strategy of teaching in small groups to address the students' zone of learning. While studying how to make secondary and tertiary colors from the primary colors I will teach them in small groups to ensure that they have grasped the concept and are ready to proceed to independent use of color mixing with paints. Students with ADHD especially will benefit from the smaller, more focused group time with explicit instruction.
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Akaylee Hipps Posts: 3
5/11/2023
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We try to infuse technology into as many art lessons as we can. When used appropriately it helps a lot of our students with disabilities. One of our students has an emotional/behavioral disability. He creates beautiful digital art on the ipad, but when he creates on paper he always ends up throwing his paper away. With drawing lessons, he can plan his ideas using sketch desk which allows him to erase more easily. Then he is more motivated to complete tasks with other art materials in the classroom. We also use certain art apps as a reward, if one of our students with a behavioral disability completes their task list early.
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Felicia Stamp Posts: 6
5/23/2023
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Two Strategies I could use would be Semantic Maps and Venn Diagram.
Semantic maps can be used to talk about key vocabulary words such as warm colors with the outer circles used for naming the warm colors.
Venn Diagram can be used to compare and contrast different types of sculptures
These are very useful for visual learners and for students who need an example as they work
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Felicia Stamp Posts: 6
5/23/2023
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I use peer partners in my class all the time. I have a lot of students who love to teach others in the classroom this allows me to walk around and help more students during a lesson. I also do small group instruction for projects that are more complex. This allows me to help students more closely and to make sure they understand all of the concepts in a project
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Felicia Stamp Posts: 6
5/23/2023
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I use peer partners in my class all the time. I have a lot of students who love to teach others in the classroom this allows me to walk around and help more students during a lesson. I also do small group instruction for projects that are more complex. This allows me to help students more closely and to make sure they understand all of the concepts in a project
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