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Sarah McDonald Posts: 5
2/27/2020
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I use a document camera for demonstrations. This provides a clear, focused view of the steps to create or achieve a various technique. I can also record a demo so that students may review the steps if needed.
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Tabitha Klessens Posts: 3
3/1/2020
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Cooperative learning can increase student participation and help to teach and refine social skills as the group works towards meeting their common goal. This helps students to learn as a team and to raise student achievement through the diversity of the group and encourage the skills necessary to work together towards meeting the learning goal. Peer Partners is another valuable tool in helping students to achieve. I have found that being able to work with a peer is more of an incentive and increases the students investment in their learning as compared to working with a para professional.
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SShelton Posts: 4
3/7/2020
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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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SShelton Posts: 4
3/7/2020
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Two of the strategies that I feel would work in my classroom are Task cards and Cubing. Using the Task cards as part of my introduction to the concept helps students see the path to the final project. This would be particularly helpful for my students who need specific steps to follow. I can develop them to accommodate the different skill levels of my students from providing illustrations with simple words to more complex vocabulary as suits the students needs. I would make them available during each lesson of the project for students to self evaluate their progress. I would also level them up to the next set as their skills improve.
The second strategy would be utilizing the concept of Cubing. I think this would be an excellent way of building vocabulary knowledge as well as social skills. I would have students work in pairs. One student would roll the cube and the other one would read or help read the question (simple words), They would take turns rolling the cube and answering the questions until all six questions have been answered.
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Sandy Bachmann Posts: 3
3/29/2020
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i use a doc camera to demonstrate the procedures for the class. This is very beneficial to not only students with disabilities, but for all students. I can stop at will, or repeat instructions, while showing the students in a large and clear format.
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Lori Pashley Posts: 3
3/30/2020
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I have had many students( from now on "S") with various disabilities over the years. Currently, I have a boy who is practically deaf. He wears a hearing device, so I use proximity control when clarifying with him and he sits as close to me (preferential seating) as possible to aid his understanding. This works with all sorts of different disabilities. I have had students that are dyslexic, so when we are reading material to be used in class, I sit and we read together and I use the "chunking" strategy to help them along.
Secondly,I have used the document camera when teaching drawing lessons. I have used the Smart Board to draw with them too. Fun YouTube videos help get them excited such as when I teach the Color Wheel.
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Crystal Strock Posts: 4
3/30/2020
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I find graphic organizers to be useful with my ESE students. If we fill them out together it gives them a verbal component along with written and visual. Venn diagrams can be very successful in analyzing works of art. They are perfect for compare/contrast discussions. Peer partners are also a total lifesaver at times! Whether it be language barriers or even just hearing the objective repeated to help stay on task, students respond well to that tactic.
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Carolyn Schott Posts: 3
4/9/2020
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Strategy -Graphic Organizer: Venn Diagram
Lesson: Understand the Style of Romero Britto’s Art.
Provide a Print of Britto’s painting of an apple, a realistic painting of an apple, and The Elements of Art. The students, in groups at their tables, will complete a Venn Diagram using the Elements of Art to describe what is the same and what is different. When completed, the students from each group will take turns sharing with the class what they discovered. This is the introduction part of an entire Britto lesson.
Strategy- Tiered Lesson: Task Cards
Lesson: The Element of Art, Lines
Task Card # 1: Scavenger Hunt with a friend. Locate 5 different types of lines in the room.
Task Card # 2: Using a laminated print of Kandinsky’s “Red-Yellow-Blue” painting and a dry erase marker, find and trace 5 different types of lines. Share with a friend.
Task Card #3: Watch the You tube video, Scratch Art “The Lines Song”. Using a marker and paper, draw 5 different lines from the song.
Task Card #4: Using a large black crayon, draw 5 different types of lines on a piece of white construction paper. Add color using watercolors.
Task Card #5: Create an abstract work of art using oil pastels and 5 different types of lines.
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Marcie Berthold Posts: 4
4/10/2020
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I find many of the mentioned strategies very helpful to meet the various needs and interests of my students. I like my students to plan before they create so perhaps some of the graphic organizers will help plan thoughts and identify important points. I also want to offer a variety of method for demonstrating knowledge by providing various learning centers with assignments that meet range of ability. I strongly think students benefit from self reflection and have encouraged this through the use of technology when they upload their work to online art portfolios. Peer sharing and support is also vital to active participation and engagement in my classroom. Encouraging deeper understanding and class participation can occur through the use of the cubes and cards. Thanks for the tips.
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Luisa Dugas Posts: 3
4/15/2020
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1- Two strategies that can be used in the art room with students with disabilities and are very helpful are graphic organizers and task cards. The graphic organizers can be used in many ways, in groups or in as whole group on the board and all students participating. The one I use the most is the Venn diagram, which is helpful for comparing and contrasting works of art. Or two pieces of information on the same topic. As an example, we did a project on Madagascar chameleons. We read the book "Chameleons are Cool" and then watched a video clip on the Discovery channel for kids. Both the book and video had similar information. Students took turns answering what information was the same and what was different in both formats. By using the organizers the information that was needed to create the project was complete and cohesive and students who have short attention spans or have difficulty with comprehension can see it clearly. Another strategy is the use of task cards. task cards are helpful with many students with disabilities who can't remember steps to complete a project.
2. I use the smartboard constantly in my art room. It gives me the ability to pull information from the internet such as read alouds and videos that I can easily embed into my lessons. I also use it to record the graphic organizers and save them so the next time a class comes, it will already be there and they can continue the project.
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Jennifer Grikstas Posts: 3
4/15/2020
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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.
One way I use technology is by using PowerPoint Presentation on my brightlinks for my students. One student with ADHD was able to focus and respond to the interactive shapes I included for a Piet Mondrian lesson. He was able to watch geometric shapes form on the board, then find his own shape. It kept his attention, and I was able to assess if he could identify a geometric shape in a work of art. The presentation also allowed me to include videos to reinforce recognition of the artist's style and how music can inspire art.
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d c Posts: 4
4/16/2020
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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.
- 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 enjoy using graphic organizers to share responses as a visualization tool. I also love cubing to use with our visual art vocabulary words.
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Ashley Trares Posts: 4
4/16/2020
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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.
I have always used graphic organizers to help students stay organized. I also use grouping practices. Strategic grouping can help meet needs of all of the students in a class.
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Darlene Wells Posts: 4
4/17/2020
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Describe how technology is used to meet the needs of a student with a disability in your classroom.
I utilize a document camera to demonstrate for all students a process of drawing such as perspective drawing but I have a student that is deaf that seems to benefit from seeing the steps/process visually. The other part of this process I always take a few minutes to allow students to work on their drawings and I curculate around the classroom and provide formative assessments and remediation.
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dw
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Julie Weaks Posts: 2
4/23/2020
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I use the document camera daily to share out directed drawing techniques projected on the whiteboard. This helps all students to clearly visualize the steps in completing their work. I often us presentation formats with audio and video embedded to help meet the needs of my SWD.
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Mary C Tappan Posts: 3
4/26/2020
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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 was very fortunate to work in a county that had one2one tech...every student had an ipad. We used these to photograph their work (great if they were absent), create slideshows and movies, and for one student in particular, learning the information being shared. She had vision in 1 quarter of 1 eye, so she had to almost lay her head on the paper to see what she was drawing, But she loved drawing! We used her ipad to look at her work up close, she took pictures of classmates work and zoomed in to see it better, and I would send her any presentations I was doing so she could follow along on her ipad. It really helped her confidence and she felt like she was part of the class in real time instead of recieving help after everyone got settled.
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Brooke Rieke Posts: 2
4/26/2020
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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 had a student with EBD. We used technology as an incentive for her. She loved the computer and was provided with extra computer time if she met her goal behavior for the day.
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Sarah Simpson Posts: 2
4/27/2020
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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 regularly use my projector and screen to deliver step by step instruction for younger students and students with disability. When things are more difficult to see from a distance, the large screen helps tremendously. Also, I use a voice amplifier which helps me to be able to keep a calm and "quiet" tone while still being able to be heard. I find that the calmer my voice is, the calmer the students can be!
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Cheryl Dale Posts: 3
4/27/2020
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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.
Two strategies that could be implemented in my classroom is Organizing Strategy with Guided Notes and the Grouping Practice of Peer Partners.
I have been emphasizing our art specific vocabulary in setting the foundation for reflection and critiquing strategies and I think if they had Guided Notes to fill in the blanks it would be a way to have that art specific vocabulary in front of them. For some of my students with a lower level of readiness I think that Peer Partners would be a more acceptable form of help than by the paras that may come with the student. I think peer partners would also help to build relationships with peers that help build success for all students.
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Jo-Ann Brazle Posts: 4
4/29/2020
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I have a student who has a very short attention span and is very active. He has difficulty staying in his area or completing a task. I do know that he loves the I-Pad. I use this technological device to assist me with his learning. When I have a skill that I need to reinforce, for example, letter sounds, I use activity on the I-Pad for the student to practice. I downloaded the app that related to the Curriculum and use parental controls to keep my student on the desired application. When he completes the activity (I usually have to sit with him), I allow him to have free choice for an allotted time. As long as he completes the activity, he is given the fun choice. This has been working and flexible assessment of my student shows that he is learning the concepts.
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