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Brannan G Lawson Posts: 3
11/25/2019
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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 use ipads in my room often. Each lesson is videoed and archived on YouTube, to help pace my lessons for all. Students who need a closer view or a slower pace is able to have an ipad at their desk. The video is able to be paused and played as often as the student needs to get through the step by step directions I am going over. Student's who are vision impaired have the ability to see the lesson up close on their personal ipad. Also any student who needs extra time or goes at a slower pace is able to pause the video when needed and play when ready.
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Marcia Moore Posts: 11
11/29/2019
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One strategy I can use in my classroom for my student with ADD are graphic organizers to see the steps of his art project and how they connect to each other before he begins his work. Another would be chaining to break down a particularly large task into smaller workable parts. Peer support in the way of a buddy can also be used to keep him on track.
The use of YouTube videos that provide quick step by step instruction as an overview to a new art form has been an effective tool. Using the internet to find art prompts and creative ideas to keep him interested has been both challenging and rewarding.
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Jerome Symonette Posts: 2
12/2/2019
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One strategy that could be used is Cooperative Learning. I have used it successfully in teaching music students piano, guitars, and recorders at the elementary school level. Depending on the needs of students(s) and the availability of proficient students, the Peer Partner strategy is also coupled with this strategy. It provides the students with disabilities and less experience and skill the opportunity to supported by their peers and receive increased time for practice. As the teacher is allows me to move around the room more to support and instruct those students who need to have the instruction more individualized and/or "chunked", so their proficiency is increased.
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Heather Sims Posts: 3
12/8/2019
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One strategy that I could use in my classroom is graphic organizers. Right now I list the steps that we will be doing in writing but not with pictures. I usually have an example picture of a finished project included in my steps for the lesson but not pictures to go along with each step. I think a picture showing the action of what each step is would be more beneficial than just a picture of a finished project. I am going to work on adding more graphic organizers into my instructions to help not only my students with disabilities but also my younger students.
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Catherine Holland Posts: 5
12/9/2019
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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 have several students with ADHD. I have successfully used Ipad technology - YouTube step-by-step videos, to engage these students in the drawing process. The students are able to start and stop the instructional videos at the pace they need to learn the drawing techniques. Using self pacing on the Ipad also helps students have the extra time they may need to complete the drawing. Completing the step-by-step drawings helps them feel successful in the classroom.
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Lauren Regan Posts: 3
12/28/2019
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I have used Tiered Lessons as a strategy. For each lesson, I provide a step by step visual of each step & skill in the project. The students are provided the step in written word, visual examples, and I demonstrate each step. I also use Grouping Practices - Peer Partner strategy. I strategically sit struggling students, be it language, behavior, skills, next to a peer that will help them through the project and steps successfully.
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Marcia Moore Posts: 11
12/29/2019
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I also love to use graphic organizers in class. I'm glad you have found them working for your students. Im sure chaining will complimant your lessons as well. Kim Andrescik wrote:
1. Two of the strategies that could potentially be implemented into my art lessons are graphic organizers and chaining. Many times my lessons have multiple steps in a process. Many times I give the directions orally while modeling each step. After I have modeled the steps involved in completing the lesson, the children begin their projects. I walk around the room and assist as needed. Each class children ask me "What were we supposed to do again?" If I implemented the strategy of graphic organizers into my lessons I could have each step of the project written in a space on the organizer for the children to refer back to while they work. Often times I think I give too many oral directions for each project. The strategy of chaining would probably be helpful as well. Taking a lesson and breaking it down into small manageable steps would make the lesson more enjoyable and understandable for my students.
2. One way I have used technology to meet the needs of a students with a hearing disability is that I wear an FM system while I teach. I wear a transmitter with a small microphone attached to it while I teach. He has a microphone in his hearing aids that allow him to hear my directions and voice clearly without being distracted by the background noise of the classroom. This also allows him to hear my voice even if my back is turned to him or I am across the classroom.
edited by Kim Andrescik on 4/27/2016
edited by Kim Andrescik on 4/27/2016
edited by Kim Andrescik on 4/27/2016
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Catherine Holland Posts: 5
1/7/2020
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I have successfully used iPad technology with several students with disabilities. One class assignment was to explore a map of the children's section on the Met Museum of Art website and find a piece that interested them. Students would then share their new knowledge about the art piece with their classmates. One of my ADHD students loved the interactive website (the student could click on the particular art piece they wanted to view and learn about) and they also stayed engaged because they could self pace the amount of time they spent looking at each art piece before selecting the one they would share with the class.
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Brenda Naff Posts: 3
1/26/2020
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I have a visually impaired student who uses a computer with the ability to enlarge items and bring them closer. He is able to view graphic organizers and art samples for all lessons. Completing lessons takes extra time and requires some monitoring and always providing positive feedback. Other students in the class really enjoy helping him. These strategies help him to become a successful and proficient learner.
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Kimberly Delestang Posts: 3
1/26/2020
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1. Two strategies that could be implemented in my classroom would be the use of mnemonic devices and Venn diagrams. Mnemonic devices could be helpful with learning the elements and principles of art. Where students choose one or all of the elements and principles of art and create a letter strategy to help them remember what they are. Also, the use of Venn Diagrams could help in the classroom. Students could compare and contrast art movements within the diagram to understand the differences between them.
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Steve Tamburrino Posts: 3
1/30/2020
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Our school has a disproportionately large percentage of behavioral issues, most of them undiagnosed due to parents' refusal to cooperate. So, we're on our own. These issues don't go away when the students come into the art classroom. Since I'm already an OCD kind of guy, it's not a problem for me to always use chaining/tiered instruction when presenting to the class. When I'm dealing with a particularly large percentage of students who can't/won't pay attention, I go back over each of the steps in our project with them, asking questions and frequently requiring the students to tell me why a certain step needs to take place. This pre-project interplay gives me something solid to refer to when I'm going around the class assisting students as they proceed with the project.
Graphing or charting or diagramming is another way I will display the scope of our project, using the white board and my own drawing skills to demonstrate what we're going to do or even should not do in order to make it clear what our goal is.
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Marissa Kelly Posts: 3
1/30/2020
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1. Two strategies that could be implemented in my art classroom are self-evaluation/reflection activities and chaining. I think getting students to reflect on a completed project is a good way for them to learn from the experience. By filling out a small evaluation sheet at the end students can pinpoint areas they had trouble with and problem solve for a better result the next project. It also builds their independence and they can see that even if there was an area they struggled with, the whole project isn't automatically a failure. Chaining can be used when the art project has many steps. Many of my younger kids need chaining because remembering the ins and outs of the whole project is too much. Students with disabilities may also benefit from chaining if all the steps given at once is too daunting. By breaking it up into steps and making sure I provide the necessary one-on-one needed for certain students, I can make sure we move forward as a class all on the same page.
2.I used to teach deaf/hard of hearing students and used an audio device that I wore around my neck. It allowed the students with hearing devices to hear me nice and clearly no matter where I stood in the art room.
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Steve Tamburrino Posts: 3
1/31/2020
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Tools:
- I'll use mnemonic strategies to break down key words that the students' are unfamiliar with. This gives those with reading disabilities a hand up that they might not normally get in a whole classroom setting. We'll go through letter by letter or syllable by syllable and repeat until we have a unison response. This is followed by frequently revisiting the words throughout the year.
- Grouping is interesting in my art classes; the students who are not struggling tend to take their struggling peers under their wing and help them with their task without the instructor prompting or even generally suggesting that they do so (providing the one in need responds graciously to their offer of assistance!).
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Elizabeth Patterson Posts: 3
2/3/2020
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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 used a mimio camera and projector to model how to complete a task in art class. This allows me to show my expectations/ steps before letting the students complete the task on their own. Then I can circulate as they are working to assess if they need more direction/ scaffolding/ correction.
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Amy J Williams Posts: 3
2/4/2020
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I use technology quite a bit since I teach virtually. I use a document camera in order to demonstrate the task or technique during art lessons. This helps the students see how I do it while I explain the process. I often use peer to peer groupings to allow the students to learn from each other. With my younger students I always use chaining. I break down every art technique or process into smaller steps. This is only way I have found to avoid students feeling like the end result is unachievable. I use mnemonic strategies to use rhymes with my kinders to help them remember steps or tools. The sillier, the better.
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Amy J Williams Posts: 3
2/4/2020
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1. I often use preferential seating or proximity seating for students that need to be in a certain area of my room. I have had many 5th graders that work best when they can stand instead of sit. I have a larger space in one part of my room so I can spread out the rows and have those that stand off to the side or in the back row. This helps students that need movement to reduce stress and anxiety. As an art teacher, I always use visual combined with verbal for demonstrations, instructions, examples and grading expectations. Art lends itself to be very visual and this is why I see many SWD excel in the Arts when they struggle in core classes.
2. I have had a lot of issues with absences and students missing key instructions or demonstrations. I have used technology to help those students get caught up when they return to class. I record a demo of the technique and video instructions for what we are doing in class that they may have missed. This is easier for the student that can pause or watch again while I continue to help others in the class. Once they are done with the video, they know what is expected and how to get started. It cuts down on my having to reteach every time a student is out.
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Laura Hobby Posts: 3
2/7/2020
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1. I like the strategy of mneumonic devices for learning art concepts. I use that when students are learning the different steps in art criticism. We use a mnemonic device as well as a chant.
2. I use technology for review of material. Often I can find the video of a picture book or a slide show of an artists' work to reinforce concepts.
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Marie-Claude Thellend Posts: 3
2/11/2020
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During a unit on color in my lower elementary classes, while students used color sand to create art demonstrating various color-related concepts, I had a student with disabilities, who was experiencing severe tactile issues with the sand, demonstrate his mastery of the concepts using the app "Art of Sand" on the Ipad. We then printed his project for him to use during our class critiques.
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Kristin Holloway Posts: 3
2/18/2020
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I use technology in my art class to clearly demonstrate new techniques. I will use a video camera that is displayed onto my SmartBoard for easy viewing. I frequently record the lesson so that students can replay the information and demonstration as much and as slow as needed.
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Sunny Heo Posts: 3
2/21/2020
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I use technology in my class to reinforce objectives and learning goals as well as demonstrate new techniques. I use smartboard for larger viewing. Sometimes I record video instructions for substitute teachers who are not experienced in teaching Fine Arts. Using technology had helped me with students with disabilities, especially the ones who are visually impaired.
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