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Lillian Hayley Munn Posts: 3
6/1/2023
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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 use instructional demonstration videos in the classroom while students are working to support those who may go at a slower pace, benefit from repeating the steps as needed or, who require additional modeling to support their own engagement in the learning activity.
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Seana Benedict Posts: 3
6/20/2023
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In my IVE classes, I use Learning Centers, I set up various centers such as free draw, iPads (for certain students), magnatiles/blocks, and one on one/ small instruction. I have found this to work best to achieve our project goals, while also allowing time for students to choose and create in their own individual ways.
I have also found that Peer Partners works wonderfully in the art room. I usually pair a skilled individual with a peer that often needs a little more assistance. I have them collaborate and work together to achieve the end goal.
I use technology in a variety of ways. One example: I have a visually impaired student, I provide him with an iPad with an image that he can enlarge and observe more closely. I also have videos of processes we are using that he can start and stop at his own pace.
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Stef Prieto Posts: 3
7/4/2023
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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.
Implementing peer partners and technology helps me address the diverse the needs of students, especially those with more strict learning modalities.
Assignments typically have many steps, as I try to break down art processes to allow for every student to follow along without falling behind, however it is inevitable that some students will work faster while others may need to see a step demonstrated more than once or hear an instruction more than once. By pairing students who are moving through an assignment quickly with a student who may need more guidance, I'm reducing how many times I have to repeat myself and my students have more time to work rather than waiting to ask me a question or come help them individually.
Technology in the form of videos are used a lot in my classroom, and I display these using a smartboard. Videos that demonstrate tasks are useful to play on loop so that students who learn visually can look up at the board to see any part of a process without me having to demonstrate more than once. I also play a video timer on YouTube so students have a clear reference for how long they have left to work. This is helpful for students that struggle with transition times, so they are not caught off guard when they suddenly have to clean up.
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Amy Powell Posts: 3
7/19/2023
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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
In my class, I typically start each lesson with a PowerPoint and examples of the art we will be making. I often imbed a short video about the artist we study or about the artwork being made. This multimedia is great for creating engagement with my students. What I love, is that when a student is absent, I have dropped the lesson on Schoology and they can see it on their iPad.
For students with some disability, this is a great way to remind them what we are working on. As an elementary school, they only see me once a week. Most projects span over a few weeks and I can quickly provide them a mini-lesson on what we are doing. I also will drop short instructional videos. For example, if we are weaving, they can watch a short video either I made or that I found on YouTube.
iPad technology came in handy this year with a fifth grader with emotional/behavioral disabilities when we were doing a special fundraising project. He was determined to have a dragon and was severely dissatisfied with any of the ones he attempted or that I helped him with. He was able to review the guidelines in my PowerPoint and I allowed him to watch a tutorial on how to draw a dragon and it saved us from a meltdown!
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Amanda Karioth Thompson Posts: 3
7/28/2023
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- Task cards work well when placed at each station to keep all students on track. They allow for students who work at different paces to self-regulate and remind themselves of the necessary steps without asking. The graphic organizer of Venn diagrams is a great tool to compare/contrast two or more works of art. This can be extended to compare and contrast works of art created by the students. It's a great way to visually categorize information and it's similar to the color wheel which they already understand.
- iPads allow all students, especially students with a visual impairment, the ability to closely examine works of art gives. By zooming in, they can see much more detail and they have control over which sections of the works they'd like to explore.
edited by Amanda Karioth Thompson on 7/28/2023
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Amy Toman Posts: 3
10/19/2023
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In my classroom, I have used speech-to-text technology. This tool is especially helpful for students with disabilities to record written responses to questions. I love that it enables students to work more confidently and independently.
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C. Harris Posts: 3
10/27/2023
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Fine Arts educators (choose ONE):
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
Adapted assessment will benefit not only the disabled students, but also regular students. Some examples of adapted assessment I have successfully used in the fine arts classroom for students with disabilities were increasing the text size of the assessment, or giving an audio version of the assessment. I have also read assessment items orally to accommodate some students. In some cases, students respond orally. I chose these particular assessments to increase the participation of these students. In the past, these students showed signs of being overwhelmed with reading, since they had difficulty seeing and reading the assessment.
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Carol Harris
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Danielle Moody-Aguayo Posts: 3
1/8/2024
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My art classroom is equipped with a microphone/speaker system that is very useful for my students that are hard-of hearing. I have a few students that use a hearing aide and will come to my classroom with their specific device to wear around my neck. I have the students bring their one-to-one devices with them to the art room to reference artworks and images they need to better help them complete their own artwork/assignment.
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Raechel Sundeck Posts: 3
1/12/2024
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1. Chaining Task Strategy
I have a first grader with autism. He’s very much hand-over-hand with art supplies, with adaptive art supplies available. However, there are some occasions where the student doesn’t want to use the adaptive option because he sees his peers using the traditional. For drawing, I’ll start hand-over-hand, placing his fingers how to hold the pencil and drawing with him. (Usually, I’ll draw a dashed line picture of our project for him to trace). I’ll help him draw using hand-over-hand, then gradually loosen my grip so he must hold the pencil himself to continue drawing.
Differentiated Assignment
First grade completed assignments to review the primary and secondary colors, while learning color mixing. Day 1 consisted of mixing two primary colors together to discover what secondary color is made. Then the students painted whatever they wanted using the 3 colors available. Day 2 we mixed two different primary colors together to discover a different secondary color. They continued painting with those three colors. Day 3 was the same procedure with the last two pairs of primary colors mixed for the last secondary color.
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Emily O'Neill Posts: 3
1/24/2024
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I've used technology to provide short videos when introducing a lesson. This helped my students with disabilities to have another visual example. I also use an online timer to project on the board. It helps my students with disabilities with transitioning from tasks.
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Kim Ellis Posts: 2
1/29/2024
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1. I have an ADHD student that has been been greatly helped by sitting near me away from their peers. I have a special desk set up across from my teacher desk that has a extra super-comfy teacher chair. It was honestly the students idea because they love Art and wanted to be able to focus on doing good work. I've also enjoyed getting to have a little conversation and tetting to know this student.
Another strategy that I have used with him is giving him extra opportunities for movement in my classroom. I have him help me pass out and collect tools & materials in class.
2. I have also used technology with this student. I often show video project demonstrations and can slow and speed up the video as needed.
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Julie Ortner Posts: 4
5/20/2024
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Two strategies that could help students in my classroom would be peer partners and mnemonic instruction. Giving students peer partners allows students to exchange ideas; this is particularly helpful for students who get stuck in the brainstorming phase. If the students have a structure (such as sentence stems) this can let students participate more easily or at least practice active listening. Mnemonic instruction is beneficial for students who can get easily frustrated by seeing there is a lot of information to remember. Instead, the student can see the information reduced to something smaller and can feel less overwhelmed. Additionally, giving students some freedom to create a portion of the mnemonic instruction (perhaps just one letter) can make the task feel more fun for students and let them feel like they have choice in their learning.
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HALEH PINNEY Posts: 1
6/22/2024
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Two strategies that can be implemented in my classroom to help my students are peer partnering with cooperative grouping and differentiated assignments. Almost all of my classes call for accommodations and differentiation in one form or another. Having choices explicitly spelled out on tables enables students to proceed at their own pace while the seating chart established enables cooperative teaching through peer modeling using all forms of learning, audial, visual, kinesthetic and tactile.
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