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Kristen Simpson Posts: 3
9/6/2016
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One of the strategies I would like to implement is the task analysis, I find that I forget to breakdown assignments into very simple steps for my exceptional students. I now realize that walking through each step in my brain will help me break it down for those that struggle with multi step projects. I would also include picture cues to help with visualizing the process. Another strategy I want to use is a graphic organizer, especially a Venn Diagram for comparing and contrasting artworks. I think this will broaden the understanding of the elements of art to my students. The students will be able to look at the art in smaller chunks and organize their thoughts on each piece.
I would like to implement more use of technology in my classroom through the use of a mimio smartboard and iPads. This would allow students with language or speech disorders to complete tasks without the stress of communicating with others. It will also enhance the learning of students with visual impairments by allowing them to view things presented in a close up way.
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Sandy Brooker Posts: 1
10/21/2016
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Tiered lessons and the Graphic orgnizer are two of the strategies that could be implemented in my classroom. Most of the time I involve step by step process by demonstrating each step using visual clues, verbal instruction and moving throughout the room assessing. The graphic organizer could be useful in the very beginning of the lesson and referred back to as the student needed it. They would be kept in theri portfolios for future reference and throuout the entire lesson. The students could work at their own pace and level.
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Caitlyn Bucalo Posts: 3
11/21/2016
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I use smart board technology in my class. All of my students really enjoy using it but my student who is ASD really enjoys it when I ask him to come to the board and help us fill out a graphic organizer etc.
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Deborah Scarbrough Posts: 5
12/5/2016
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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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Deborah Scarbrough Posts: 5
12/5/2016
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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 use differentiated assignments for my non verbal ESE class. Since they don't speak I use cards for them to point to when I ask a question. For example, when we were doing warm and cool colors, iI made cards with yellow, blue, red, green, orange, and purple. I asked what color was warm and showed only two cards at a time. I then built on it by adding another card so that they had to choose from three.
Another strategy I use with my kindergarten ESE class is chaining. All are non verbal except for one student. I use hand over hand first. We recently made clay leaf prints. We practiced with playdough and cookie cutters. We use tubes to roll over the playdough and cut. I used hand over hand to help them roll out the dough.
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Sarah Harris Posts: 3
12/22/2016
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I use an ELMO when demonstrating the process of creating the project we are working on. The ELMO allows my students to see every step projected on the wall in real time with high detail just as if they were sitting at their own table. I am able to zoom in for finer details and replay the instructions as needed through the record feature. The record feature is very beneficial for some of my students that need to hear and see the instructions more that one time. I can transfer the recordings on to other electronic devices for my students to access at any time during the project. I find the use of my ELMO highly beneficial for all of my students not just ones with disabilities.
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Jennifer Furr Posts: 3
1/23/2017
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I use technology almost daily in the art room. We watch brainpop videos sometimes about an artist, or a short YouTube video. I have also created my own powerpoints at time when I could not find information I needed for a student. Many times when students are drawing something, they will ask me to print off a picture for them to use as a reference.
I really liked the strategy of chaining also. That was the first I had heard of it, and it sounds very useful.
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Lisa Russo Posts: 2
1/28/2017
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Using graphic organizers such as a venn diagram the students can discus in group or peer how artwork is the same or different. Ths will assist students with disabilities if they have difficulties in reading or writing. They will be able to gain knowledge and confidance through discussion.
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Constance Poitier Posts: 11
2/13/2017
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Jennifer Furr wrote:
I use technology almost daily in the art room. We watch brainpop videos sometimes about an artist, or a short YouTube video. I have also created my own powerpoints at time when I could not find information I needed for a student. Many times when students are drawing something, they will ask me to print off a picture for them to use as a reference.
I really liked the strategy of chaining also. That was the first I had heard of it, and it sounds very useful.
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Constance Poitier Posts: 11
2/13/2017
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I used videos also. It seems to identify with the learning strategy of today's students a lot. Many of them learn most of their knowledge using technology.
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Jamie Roche Posts: 2
2/15/2017
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The use of chaining as a strategy can be used to address students with processing disabilities. Breaking down directions and tasks into smaller steps assists with students who might need visuals as well as written directions. Another strategy is peer partners. Students can give feedback to each others as well as assist students or model best practices.
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Kristal Petruzzi Posts: 4
3/9/2017
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I have been able to use a mnemonic device with a student that helps them to communicate effectively, as well as software that can speak for the student and transpose it to writing. This has eliminated alot of frustration from students who experience difficulty in writing repsonses.
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Kelly Warne Posts: 3
3/22/2017
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One of the strategies I have used but could incorporate more is Graphic Organizers andThinking Maps my school has adopted. Using these to visually identify the learning and repeating/representing the learning targets and vocabulary for review in lessons is a great tool. Pair/Table share as a way of repeated practice and formative assessment I have found valuable and a way for all students to be involved in their own and others learning.
Technology I use is mainly a computer and LCD projector to show online videos, such as the life and art of Romare Bearden and give students a chance to see art and artist they would not usually be able to experience. Using a multimedia experience helps visually impaired students hear the narration and experience the images in a large format.
edited by Kelly Warne on 3/22/2017
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Jodi Lubrant Posts: 6
4/4/2017
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To review my content at the end of the year I use a computer game call Kahoots, which is an interactive game I project from my computer and students have time to answer the questions on their own laptops. Students pair up with 2-3 to a laptop and work on answering questions together. I pair up students with disabilities with non disability students. The answers are anonymous and just show a (code name) of the top 5 that got the answer right in the quickest time. All students enjoy this activity even the autistic spectrum kids and ADHD students. They are all successful and have a great time review key concepts (elements and principles of design)
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Christian Wicklein Posts: 3
4/6/2017
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Option 1: Peer teaching is one of the strategies I've been working on and building up for the past couple of years. Currently 3rd to 5th grades are where I've focused building the skills (lesson skills/modeling/assistance/positive reinforcement) of students in being a peer. The main obstacle I've run into is the high transient population which makes it difficult keeping "trained" peer students. Enough students have returned that it is a viable strategy and I've continued to build on it. My goal is to work back to include 2nd grade as well.
I've also used Venn diagrams when comparing artists or artistic styles, but haven't yet applied it to students with disabilities. It's an idea I'd like to explore more with concepts such as color and color mixing for students with disabilities. I've played off the idea by using colored overlays so the students can see how the colors mix together.
I have begun putting together task cards for students with disabilities. They aren't exactly task cards, but a printed out PowerPoint geared toward the concept and activity being taught. The information is stated in simple terms and with visuals. The layout is geared to follow the lesson that I'm teaching. The student is a able to work on the activity at their own pace. I've used this as a replacement when a peer isn't available.
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Jodi Lubrant Posts: 6
4/10/2017
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Two strategies that can be incorporated into my lessons would be differentiated assignments and graphic organizers. I currently use differentiated assignments in some lessons but I believe it would benefit students with disabilities to have levels of achievement. I feel that many students with disabilities thrive in my art class and many general education students often ask for help from these students but in any case a differentiated project would benefit all student levels. I think after students are finished with their project, it would be a great idea to have them use a graphic organizer to recap what they have learned and what concept we were working on.
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Rebecca J Heron Posts: 3
4/27/2017
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Venn diagrams are so important to use for younger students when introducing them to the idea of compare and contrast.
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Timothy Kenney Posts: 3
5/3/2017
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The two strategies that I used in my inclusion classroom that helped with my students with disabilities and students without disabilities were peer partners and Venn diagrams. The Venn diagrams helped the students visual see the relationships (similarities and differences) between concepts. The peer partners allowed students to bounce ideas off each other to come up with a solution.
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Tammy Daddis Posts: 3
5/3/2017
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The two strategies that I can incorporate into my classroom are graphic organizers and peer partners. I have found that by using peer partners in my inclusion class it helps students with varying learning disabilities. When the students are working with a peer and have the chance to talk about the skill that is taught and learn together that they have a higher level of success. I think the graphic organizers are also very beneficial because it will give the students a tool to use to chunk and organize the information in a way that is easier to understand.
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James Miller Posts: 3
5/7/2017
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Two strategies that would be most effective in my classroom is peer partners and technology components through out the school year.Peer partners would give higher achievers and opportunity to share their approach to the various mediums and techniques they are exposed to through out the year. Technology using various websites to assist the students grasp visual arts concepts in a fun and interactive way. Those methods put together i fell creates a environment of self confidence and non competitive atmosphere ensures the students visual arts experience will a pleasant one.
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