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Corrie McCoy Posts: 3
1/11/2018
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I have had a non verbal student in my art class for the past 2 years. This year we have been communicating with a word tablet. It allows him to type the words he wants to say and the tablet speaks for him. I show him picture options from a computer or the actual item and he is able to respond with his tablet. Example- choosing a color he wants to work with or a project option. I have noticed this year he is thriving in class. He participates and gets to share his own ideas with myself and his para. This allows him to create something he loves.
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Heidi Rodeheaver Posts: 3
1/14/2018
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I have successfully used technology in my art classroom to help an autistic student understand primary and secondary colors. I was told by his family how much he enjoys animation and music. Knowing this I was able to locate a cartoon which had a animated song showing the colors mixing in various scenes while being song by a robot on an unicorn. They even explained cool and warm colors. I showed this to my whole class with my laptop hooked up to a projector. It was enjoyed by all the students in the class, while catching the rapt attention of the autistic student. He was then able to successfully create a painting using his acquired knowledge on colors.
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Renee Sebastian Posts: 3
1/16/2018
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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 once taught a simplified additional computer graphic art class to our 5th grade via our computer lab. A wheelchair bound student always had difficulty creating art in the art studio room, but when he was in front of the computer he was more engaged and adept using the computer program tools than I have ever seen him. I could tell he must have spent a lot of successful time at home behind a computer. He would finish the guided and independent lesson quickly and then he would coach others near him. His art was also rated much higher on the rubric than his studio work. Being able to manipulate images was a real strength of his. Through the use of technology he was able and felt capable of being successful and a leader in the visual arts.
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Emma Johns Posts: 3
1/17/2018
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I regular use a document camera and projector in my classroom. It allows me to provide a large, step-by-step, visual of the process. Students are allowed to "move where they can learn best" during these instructional times. I also find videos to supplement my lesson plans, covering both visual and auditory learners. I really like finding songs to help solidify concepts. Recently, I began video-taping my demonstrations of clay techniques. This allowed me to move around to help students while allowing others to move ahead. The videos are posted on Youtube, and students have access to them at a later time.
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Deborah Walker-Tannehill Posts: 7
2/19/2018
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I rely on my computer projector to show images of art and demo videos almost daily. I try to use short demo videos I can replay for the beginning of class as a review to our lessons. I do not have any other technology available, only a dry erase board but am awaiting the installation of technology soon.
I use tiered lessons in all grade levels. My self contained ESE students join my other classes for Art. I am learning to adjust my lessons for specific students to include task cards/task boxes for some of these students. I am currently making adjustments to materials provided within lessons as well. Students with higher abilities are encouraged to add to or incorporate further media and ideas into their art projects, while for some, cutting and pasting to accomplish a task is more applicable.
I use chaining often. I provide a sample for students to refer to as the end goal in our art project, then break up the lesson into steps. I begin with background knowledge and pre-teaching vocabulary with computer displayed images or short videos. I then demonstrate steps of our art process, as I connect our key word/picture cards (for The Elements and Principles).
This section has been extremely helpful to me.
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SusanBarrett Posts: 2
2/19/2018
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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 am starting to use technology more and more in my classroom and with my lessons. As mentioned below, the use of the overhead, as well as the Lumens LadiBug have both been helpful in breaking down my lessons, as students follow my steps and then do the steps with me and then move to steps on their own with assessments and monitoring.
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Jennifer Day Posts: 3
3/16/2018
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One way that I have used technology to meet the needs of my SI ASD students is the use of my document camera and projector to enlarge images for them to see clearly. I also show them videos that are related to my learning objectives which seem to hold their attention a little better than just me talking.
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Brittany Braniger Posts: 2
3/16/2018
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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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Brittany Braniger Posts: 2
3/16/2018
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In my art classroom, I use my elmo projector daily. I show examples of how to complete the tasks in a step by step zoomed in example that is projected for all of my students to see. This process helps all of my students see specifics on how to accomplish tasks. Recently, I have been looking into formative assessment ideas that would be beneficial during the process of creating. I came across the Ladder of Feedback which is a great visual that breaks down into 4 easily understood sentence starters. Students have really enjoyed relying on the visual being projected (as well as copies in the groups) to relate back to for assistance. The Ladder of Feedback has really added constructive conversation and promoted a positive atmosphere in the classroom.
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Belinda Rivera Posts: 2
4/29/2018
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Two strategies that I use in my classroom are graphic organizer and technology. We use the graphic organizer for vocabulary words and to recall the process into creating art from the begin to end. For technology, students used iPad to search information, create sides on keynote, and create art in Art Lab. The iPad help my students with disabilities to draw and be more engage since they are able to use their finger instead of a pencil.
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Lisa Ross Posts: 4
5/8/2018
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I am excited to use a lot of the tools covered. I hope to use the Cubing strategy to explore artwork with the sides based on Bloom's taxonomy of questioning. I have six tables in my classroom and I can see this strategy being used for a different type of question per table. Then I would have the students teach the answers they came up with to the rest of the class. This strategy could be used to cover a wide array of material in one class period. I also have plans to use the Venn diagram in my classroom while contrasting two pieces of art. I am excited to use and explore the listed technology mentioned. I really think that integrating more technology could help me capture my middle school students attention.
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Lisa Ross
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Brian Urso Posts: 1
5/8/2018
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i have used an app for a hearing impaired beginning band student. it is called band mate chromatic tuner and is great visually as it displaysthe specific note the student is playing on the staff adjusted for their key and register.
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Art Tch Posts: 3
5/27/2018
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Some students arrive in the Art room with peer helpers already assigned, so I allow them to sit near each other so this relationship can continue and the connections between the subjects can be affirmed. In the past I have used Venn diagrams when comparing works of art during the introduction to a lesson theme. Asking students to offer similarities and differences while I write their responses to be viewed on the overhead camera allows them to see and compare the written words with the visuals being discussed. This year, I added visuals to the Word Wall for Elements and Principles of Design. I purchased additional adaptive scissors in a variety of styles to assist with our adaptive technology(low tech) needs. For early finishers(AD/HD, Gifted), I had an advanced learning kit available with post cards of fine art reproductions, a questionnaire, and paper supply for written responses and a sketch. The process used in the activity was a Cubing one.
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Dave Thomas Posts: 4
5/29/2018
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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.
A. Learning contracts: In a theatre classroom where students are working on analyzing a scene or a short play for the technical needs required previous to design decisions, the play or selection could be individually selected for groups of students based on their skills at the moment. Then, the ideas and understanding required could also be diversified for the student groups. In the timeline portion, students could then determine how much time they would like to spend on each area (from a set of design categories - perhaps choosing a few categories from a list of multiple possibilities...for instance, a student may pick costume requirements from a choice of three: costumes, properties, or set demands.) Once the student selects how they wish to convey his/her knowledge of the scene, a parental agreement might come into the contract, too.
B. Cubing: I could see simple cubing by asking: who, what, where, when, how, and why after reading a scene from a play. Who was involved in the scene, what where they doing, where did the scene take place, when did it occur, how did they accomplish the events of the scene, and why did they act the way that they did, for instance.
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Taryn Lumia Posts: 3
5/30/2018
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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 have not had this happen yet so I will describe how I could potentially use technology to meet the needs of a student. I have a very young student who only has three fingers on their hand. In a few years, they will begin guitar in my music class. The garage band app is a great way for students to demonstrate their understanding of the guitar chords so they can "play" a song without having to use their hands, so that the chord could still be sounded and the student could still play the song in the group. I could also have them formulate chords using just their three fingers as well.
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Sahmiah Eacret Posts: 3
7/5/2018
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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 have recently received a smartboard in my Art Room. I am looking forward to using this technology to help with students that are ADHD and continue to loose focus on the task at hand or finish early. To help them focus on our project, I plan on using powerpoints, videos, and multiple visuals that will catch their eye. If they happen to finish early, I know that they have specific art review games they can play with the smartboard that will correlate to what our project is on and help them deepen their understanding.
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Richard West Posts: 3
7/8/2018
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Recently, in my classroom, I have been using iPads and the program Nearpod. Nearpod is a interactive presentation program for students to learn about and idea or a concept. I will use nearpod to present a lesson and have students answer questions, draw, take a poll or other activities which can be used in nearpod. Using this program, puts the information right in front of the student. Additionally, students can interact with the program by completing various task set by the teacher. Also, students can be set to use nearpod on a self paced lesson. For a student with a disability, this allows him or her complete the task on their own pace or be able to go through it with someone else. The iPads/ nearpod allow student to have a tactile approach to learning, due to students being able to take part in the lesson as opposed to the teacher lecturing in front of the classroom.
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Margit Turner Posts: 3
7/9/2018
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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.
Contracts - I think this is an excellent way to set a student up for success that may otherwise drift off task. It allows the student independence to go back and determine what is expected, what needs to be accomplished and to track their progress. It also serves as documentation for your records and assists when the student or parent questions the grade they receive.
Graphic Organizers - This is something I already use in my classroom on a regular basis. We will use thinking maps to plan out our activities - they are especially helpful in our planning & brainstorming stages. We utilize different organizers to reflect on our work as well as a method of organizing information when comparing artists and art styles. Like the idea of the contracts, it gives the students a resource to look back at for clarification instead of immediately seeking the teacher for help or simply saying 'I don't know what to do' and stopping all effort to work.
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Kelly Parker Posts: 3
8/1/2018
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I use technology all the time in my classroom, but I find it especially helpful to help certain students. For example, when working on a project that involved origami, I not only demonstrated how to create folds but I used a video that allowed me to easily freeze on each step. Then for students that were have difficulty following and needed more control of their own learning speed, I provided an IPad that they could control the video clip.
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Connie Wills Posts: 3
8/30/2018
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1. 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 can think of two specific uses for technology with two students in my classroom. One of my students has a hearing disability. I use a special microphone that hangs from my neck that transmits my voice to his hearing aids. This way no matter where I am in the art room he can hear me. I have another student who has a speech problem. She doesn't speak and uses a tablet with pictures, text, etc. that she can write out what she wants to say and it will say it. This helps with our communication.
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