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Gerilyn McGorry Posts: 3
6/18/2019
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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 am an elementary school Visual Arts teacher. Through fundraisers, I have purchased 24 iPad minis over the last few years. We love to use technology in the art room. Some of my exceptional students have a hard time with "making a mistake" in their artwork. I have one student (EBD) who refuses to pick up a paintbrush because he gets upset with himself if his hand cannot paint what is in his brain. On days that we are painting, I provide him with an iPad and a stylus to paint along with us. This way, if he makes a mistake, he can just click the back button and undo it. He is now excited to "paint" and is not refusing to participate. It makes my heart happy when he is able to participate with his peers and share his excitement with his cooperative group.
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Romney Coleman Posts: 3
6/22/2019
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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 am lucky enough to have iPads in my classroom. I use them in various ways, but one way in particular is to differentiate instruction. I have a student who is VE (Varying Exceptionalities) and LD with a stutter. He is such a sweet boy and I had a hard time teaching him when he was in Kindergarten. He was unable to read, write, color inside lines, or cut on a line. He would destroy (literally) his projects. I didn't understand why and he showed no improvement throughout that year. He did 1st grade twice and then this year as a second grader we were finally able to get the parents on board with getting him the help he needs. He will be in a self contained classroom next year with other students of varied disabilities. I had this project I wanted to do that revolved around maps. I originally planned to have maps that students could cut and paint on, but in thinking about this particular student, I opted to have the classes use an iPad! The assignment was so successful that my student with disabilities actually got his art chosen for a district exhibition! Next year I plan to give students the option to work with cutting and painting maps or using the iPad.
I also use a Smartboard for everything from projecting images to compare and contrast, to creating a Vortex game where they drag artwork into the vortex that it correlates with. The students (especially those who have ADHD) of course love getting to do that hands on interactive activity. Technology has been a great tool for teaching students with disabilities.
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Lara Slatniske Posts: 3
7/2/2019
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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 a student with a disabilities needs.
For middle school we have the students create their own art journals using a hand-sewing stitch. I could definitely use graphic organizers to help the students organize which steps need to be completed first and help them guide their own learning. We use videos, teacher modeling and note-taking, but I think a graphic organizer might be more helpful. We could also use differentiated assignments. Allow the students to use a simpler sewing technique.
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Rolanda Jones Posts: 4
7/3/2019
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Two of the strategies that I have used to implement into my classroom are 1.) Positive Immediate Correction and Feedback and 2.) Self Evaluation and Reflection. I use Positive Immediate Correction and Feedback as a strategy to demonstrate correct and incorrect vocal techniques. A great example of this strategy is teaching students the correct and incorrect way to sit and stand in the chorus or how to shape proper vowels with the mouth. Whenever I give immediate feedback, the students with disability needs usually respond positively and remember the technique and experience about what is being learned. I usually give positive feedback, correct, and give positive feedback again.
To help students with disabilities self evaluate and reflect what they have learned, I use a 1 to 4 scale where each of the levels describes what they feel or think or I have them circle the character that best shows how they feel about a new skill or concept that was taught. I also have them share and reflect with a partner.
To implement technology into the classroom, I use learning styles and sensory learning through the use of computer software, Music Ace Maestro. I use this software to reinforce concepts that I have taught and reviewed in class. All students including those with a disability need are able to work at their own pace and track their progress. In addition, the software is interactive and has an application to assist with an assessment where I am able to monitor the progress of each student.
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Kathy Schmidt Posts: 3
7/8/2019
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I think the strategies of Task Cards or Cubing would be very helpful with students who need steps or concepts broken down on their art projects. They could work individually at their own pace, or could work with a partner. It may cut down on behavioral issues that stem from their frustrations during whole class instruction because they are held accountable for their individual tasks.
Another strategy that I currently use is Guided Notes. I do this with my 5th graders because they are given an end of course exam as a culmination of their elementary art curriculum. They each have their own notebook/sketchbook and we go over the main art elements and principles that they are responsible for knowing. It provides them an organized and structured overview from which to study and review, and it also will help them in note-taking in high school and college. Most students are very eager to complete this task and are actively engaged in it. They are also conscientious of what pages they are missing.
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Lewis Striggles Posts: 3
7/26/2019
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A few of the strategies that I would implement for sure would be differentiated assignments and graphic organizers. Like myself, students like variety...differentiated assignments allows that occur. Also, many students prefer working with a partner, but it sometimes does not allow you individually see what the student can perform on their own. Many lessons can be tailor made and by keeping scaffolding in place so each student can successfully, independently complete tasks or reach a goal to achieve success in the classroom. Graphic organizer are also great to use for many struggling student as well, because it is less intimidating, very hands on for those student who love drawing, it breaks lessons in to small digestible bites for an easier approach to learning content. They relate facts, terms and ideas within learning task. Graphic organizers teach separately, model, offer guided demonstration, allow independent practice and adequate time for practice. These would be two of the strategies I would most likely implement in my classroom.
A way I used technology to meet the needs of a student with a disability in my classroom was using the iPad to motivate positive behavior inside and outside the classroom. For example: The student really liked manipulating things...so in this case, math manipulatives motivated the student to complete tasks, classwork, etc. The iPad was perfect because the student preferred the touch features of the iPad instead of the the laptop computers, which did not have (C.A.) computer assisted touch screens. It became a great behavior motivating tool and allowed differentiation on several programs (iReady, iStation, etc.) to keep the student focused to complete the learning tasks,
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Krystal Applebaum Posts: 3
7/31/2019
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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.
I like the tiered lesson strategy, especially for the example given in using it as a way to compare/contrast artworks. With this strategy, it allows students to work at their own pace. Each student can move on to the next tier when they are ready. It challenges all students appropriately when you use a tiered lesson strategy.
I also could really see myself using the differentiated assignments strategy. This involves using the same topic and creating a list of assignments varying in difficulty range. So if I was teaching students about shapes, I could have assignment 1 be to identify the shapes, assignment 2 to draw specific shapes, assignment 3 make a picture using 3 different shapes, etc. Each assignment gets more involved and can be tailored to each students' needs and abilities.
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David Tagliarini Posts: 1
8/16/2019
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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.
As a middle school band director, students with mild autism to Asperger's Syndrome were occasionally placed in my beginning band classes. As a supplement to my normal classroom instruction, I used Computer Assisted Instruction to allow these students to have opportunities as needed to work at their own pace. While often, these students needed more time to learn concepts and acquire skills, there were also students who moved more quickly than the rest of the class, and as such were sometimes frustrated at the pace of the class. The Computer Assisted Instruction I used was SmartMusic. The SmartMusic app is a web-based program which allows students to practice their instruments at a pace that they choose. Students who needed more time to grasp an exercise could spend an entire period working on the exercise, and students who wanted to work ahead could find music that was more challenging. In addition, students can choose the tempo that is right for them as they practice the exercise, and SmartMusic provides an accompaniment as well as immediate feedback about each performance that is submitted. In this way, students can see the grade the earned, and they can hear their performance for self-evaluation. Recordings can be saved as mp3 files and sent to me so that I can review and comment each exercise at a later time.
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Heather Leisch Posts: 5
8/20/2019
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I use Chaining almost daily to show students step by step the process in the artwork. For my students with disabilities I will repeat the process or work one on one with them at their table showing them the process using chaining. I also use diagrams for brainstorming or further engagement in information. Students draw out a diagram example and use it to organize thought, information in their sketchbooks.
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Heather Leisch Posts: 5
8/20/2019
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I find my class ipads to work really well with some students with disabilities. If they have trouble drawing or holding a pencil their skills are better on the ipad because of the ease of the medium. I use a lot of ArtRage and Animantic which they love because they can create a short animation that really allows them to explore ideas. They end up really impressed with what they can do on the ipads.
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M.Kathleen Abremski Posts: 3
8/22/2019
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I like the idea of the task cards for elementary art assignments. It would be a good way to differentiate the tasks by level and /or grade. You could add step by step visuals. It allows the students to go at their own pace and be independent, while floating around to help individuals.
Graphic organizers are something I use in almost every assignment. They are useful for art vocabulary and I have used Venn diagrams for compare & contrasting artwork.
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torey james Posts: 3
8/23/2019
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In my music class for my Intellectual Disabled students, I have used the Smart Board Technology to complete a hands on activity focusing on high and low pitch/sounds. The activity called for them to tap on the various animals pictured to hear the sound the animal made. They then had to place the animal in the correct box based off their sound, high pitch or low pitch by dragging it. The students really enjoyed this activity.
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Dawn Hinck Posts: 2
8/29/2019
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Two of the strategies that I use in my art lessons are Frequent Student Responses and Graphic Organizers. I have mulit-step lessons for my Art Projects and as I am modeling the steps I frequently ask for student rep of "What is Next?" or what Art Elements are we using? I also write the step on my Actvi Panel, that allows my students to look back on the board, to eliminate repeated questions about "What do I do now?"
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Daniela Curle Posts: 3
9/4/2019
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I have used technology with a Smartboard, which is a great interactive tool for all students. If used the right way, it can engage the students both at individual level and for cooperative learning. What do I mean by: "using it the right way"? One of the ways I used it was to draw on the white board, and invite students to do the same. Students with disabilities are usually intrigued by it and love to draw on it using special pens provided, or their fingers. They feel the white board is sort of like a giant cellphone, but also like the "tactile" part of it, and that fact that the screen responds to their action of drawing.
Because it is a multi-media resource, I used the Smartboard to show for example, a work of art, and invited the students to find the Elements of Art and Principles of Design. It is also a great tool to show students videos on for example art techniques and/or "how to" make things. For example, I have showed a video on how crayons are made. Also, you can show videos on artists while they are creating works of art.
There are other ways you can use a Smartboard in the classroom, but the examples I described have been effective in my art class.
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shana hewett Posts: 3
9/10/2019
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One of the strategies I would like to incorporate into my ASD unit is Learning Centers. I think it would be a good step towards bringing more routine into this class. I could have one center that focused on cutting for a project that focused on different difficulty levels of cutting for the different levels of abilities (straight lines, curvy lines, etc.) I could have a station of mold-able sculpture items (play-dough, sculpting foam, kinetic sand) and possibly a coloring or painting station, depending on the project. I also like the Task Cards. I could use these in my regular classes to address different abilities and possibly even incorporate Peer Partners while doing the Task Cards. I am getting ready to do a unit on Egypt across the grade levels and Task Cards would be perfect to use for exploring information about Egypt.
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Jaclyn Trotta Posts: 3
9/23/2019
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1. Peer Partnering- The students can learn simultaneously with the lesson and then peer modeling the task first, and then supporting their partner by assisting, prompting, or reinforcing.
Self-evaluation and Reflection- The students can reflect on the process of creating their piece and self- evaluate using a scale to see if it meets the criteria.
2. We just finished using ipad to show how the students artwork can be two dimensional or three dimensional. It also reinforced math vocabulary. It gave the student's artwork new purpose.
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Devon Jacques Posts: 3
10/9/2019
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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 a student with a disabilities needs.
I have set up learning centers for early finishers to go to when they have completed the days work. Not only does this help with behavior issues with "bored' students, it also gives students an opportunity to improve skills.
I also use Self evaluation and reflection at the end of assignments. The students get a chance to reflect on what worked or didn't in their projects (while helping me tweak my lessons) and also allows students to hear POSITIVE feedback from their peers, giving them more confidence in their work.
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Stacie Little Posts: 3
10/23/2019
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1. Task cards would be helpful when working on digital art. There are so many steps involved, not only with creating the artwork, but learning how to save it and upload it to artsonia. Chaining is a technique I use regularly, when assisting students with their cutting skills. Exit cards are also a way of self-evaluation and reflecting. I'm using those for my students when they're writing their artist statements on artsonia. They can look at the exit cards for a frame of reference, to help with reflecting on their artwork. 2. I've used the smartboard for comparing and contrasting concepts in a bit more exciting manner than just using a venn diagram, but same concept. I've also had students with computer assistive communication so they could verbalize their needs and choices.
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Susanna Wingenroth Posts: 2
10/26/2019
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Tools & Strategies Fine Arts Forum
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 a student with a disabilities needs.
I have students on the Autism spectrum in some of my classes. Because many of these students are visual or verbal thinkers I think using Mnemonic Instruction, visual or verbal prompts, will help create mental bridges to learning. I have beautiful posters in my classroom that give graphic illustrations of the Elements and Principles of Art, but I am realizing that these may be too conceptual for many. I would like to find or create some posters for each of the individual Elements and Principles that are Mnemonic pictures, and also include some verbal reminders. This will also help my students who have memory or processing problems to create those bridges to retrieving and retaining the information.
Letter Strategy is another strategy I plan to use. I found some Mnemonic Devices for learning the Elements and Principles: Sam Can View The Land From Space, and BRUCE PM. I am huge Bruce Lee fan, so I HAVE to design fun posters for these! Having these anchors in the classroom will serve as a great visual reminder, helping students to connect the abstract concepts to the hands on application of these elements and principles in their artwork. Using these phrases and words will help the students create “memory objects” that will link the information together in way that is easier to retrieve.
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Jaquelyn Brown Posts: 3
11/2/2019
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I had a student who broke her arm in the middle of the school year. She was doing well academically, but this set her behind. At first I had a friend write for her, but then we brought in an Ipad and let her speak in to it. She was able to use her left hand to fix mistakes and navigate the program, but did not have to take time writing. This allowed her to keep up with the class. This did not work for all assignments, but it was helpful for writing and reading responses.
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