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Hope Tibbetts Posts: 3
8/4/2020
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I had a set of iPads that I used with students for enrichment purposes. With one of my ese students who struggled drawing precise shapes, I had them use an app that allowed them to choose pre-set shapes that they could use to create a house. This was helpful for them because they could be successful in the assignment, which was to use shapes to create a house. This also boosts the students confidence because they finally see a way that they could be successful and create something they are proud of.
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Katherine Gebhart Posts: 3
8/7/2020
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There are several strategies that I can use in my visual arts class to help students absorb, practice, and master new skills.
1. Task Cards
I really like the idea of breaking down art projects into smaller processes. Each "Step" of a project could be made into a visual cue, with both picture cues and written instruction. Not only will this help students manage their time, and help them accomplish the assignment, but they can also tell me exactly where they need help. I believe that my SLD cluster I see once a week will greatly benefit from this strategy. A lot of the times, they are unable to tell me what they are struggling with, or express what has them stuck or fustrated. This way, they can point out the step they are stuck on, which leads me to the next strategy I really like...
2 Backwards Chaining
I was always taught that you should never do someone's work for them. If you do that, they will never learn. Well, that simply isn't true for many students. So many students benefit from hands-on and direct demonstrations. Showing how to make trees with your fan brush, is very different from feeling how to make it. Brush pressure changes strokes immensely, and a student with decreased motor or sensory function, would benefit immensely from backwards chaining. Watch the teacher make a tree. Put your hand on the teacher's hand and make a tree. Put your hand on the brush and make a tree with teacher guidance. Make a tree on your own with teacher watching and holding end of the brush with forefinger. Finally, make a tree on your own. And of course, celebrate your forest!
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Samantha Bivens Posts: 3
8/18/2020
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Two Strategies: 1. I could use keyword strategy more often to tie new words to vocabulary that may already be a part of a students' life. 2. I also enjoyed learning about cubing. That would be a great art project for students. We could make a dry erase cube that they could then use more than once to write the six perspectives on the cube.
One way I have used technology in the classroom is by having students watch guided videos. That way they are able to work at their own pace when practicing an art skill before we begin creating our final project.
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Meredith Kutz Posts: 3
9/17/2020
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Two strategies I could use in my classroom include Learning Centers, and Cubing. Learning Centers are a great way to differentiate instruction and provide multiple ways to understand a concept. I would use this strategy in my classroom to provide different options for students with disabilities. This strategy is also very helpful for younger children because they can move around every 10-15 minutes, exploring a new Learning Center. With my older students, I will be trying the Cubing strategy. I feel like this is a great way to get more of my students talking about artists and concepts. I can think of two students with ASD who will benefit from having a prompt on a cube. I love the idea of pairing Cubing with Cooperative Learning or Peer Partners. This will allow students to talk about certain concepts before, during or after instruction. Through a combination of these strategies, students might feel more comfortable trying out a new concept or strategy in the art room!
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Miguel Marin Posts: 4
10/12/2020
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As a Spanish teacher in elementary school, I have been working with students that have specials needs. It is a great pleasure to work with those students. Why? Because I teach them and they teach me, I love them, they love me, they learned from me, I learned from them. They motivated me to work hard every day.
NICHCY Disability Fact (2011) defined intellectual disability as certain limitations in communication, self-care, and social skills (NICHCY Disability Fact, January 2011). I have a student in third grade that he will be considered a student with special needs. I observed him for more than two weeks. His behavior is hard to understand. During the class, the student cannot express his ideas clearly. He does not organize his thoughts effectively and, he has poor communications skills. For example, he does not keep any conversation for more than five minutes. He will express more than one idea or thoughts at the same time. After five minutes, the student feels frustrated because he doesn't understand what his classmate are talking, and he cannot participate in the conversation. He cannot complete his assignments on time.
One of strategy that I used in my classroom with him is color papers, pictures, and short sentences. Depend on the topic that we are covering in class, the student could associate the new information with pictures. For example, last class, we were talking about nouns and verbs. I made a list of nouns with pictures and showed it to him. He can understand the information effectively. After that, I used a yellow paper to write the definition of concepts and include some examples of nouns. I did the same with the verbs and adjectives. Now, all the students in my class are identifying the nouns in the sentence, for him, I wrote no more than five sentences in color paper. I read with him each sentence, I included all the nouns that were covering in the class with the pictures, highlight with different color one noun in the sentence.
Did he learn? I will answer this question this week when we take the test. Fortunately, his mom is involving in school. I got a positive support from her in my class when as need it.
Refence
NICHCY Disability Fact (January, 2011). Intellectual Disability. Fact sheet #8. Retrieve from: https://fl-pda.org/independent/courses/finearts/index.html#221.
Technology is a great and helpful tool for those students with special needs. In my classroom, I have a smart board, where the students can see and interact with it in different ways. For example, I am using different websites that students can interact with each other. I used a website where the online tutor says the color in Spanish and students come to the front and touch the correct color in the board. If they pick the wrong color, a sad face pops up and students can try again.
The two strategies that I used to are providing visual supports and seat the students close to the board. Visual support helps the student to understand the topic of the day. Pictures with words let the student learn more vocab easier. At the end of the lesson, I provided an information in a color paper. I read it with the student and highlight the vocab words like adjective (in blue color), the verbs (in pink color), and the nouns (in yellow color). This is a kind of technology that you can use in class, besides the smart board. It is not meaning that smart board is not a good technology, it is, I used a lot of websites that allow the students to interact and learn from others. Also, audiobook is great for those students that have learning disabilities. In my classroom, I have like two computers that those students can hear and read the words in Spanish,
To conclude, the two technology that I am using in classroom for learning disability is the smart board and audio- visual books. First, smart board let them to see, do, and create answers about the topic of the day. Audio- visual books help the students to repeat and write the words correctly. At the beginning is hard, because this kind of technology is something new for the students, but if you let them know that you are available to help them, they feel comfortable and participate actively in class.
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Miguel Marin Posts: 4
10/13/2020
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This course provided a lot of educational tools and strategies that the teachers can implemented in their classrooms. For example, organizing information is a great strategy for classrooms. Organize information helps students to understand the topic of the day. Organize information will take place in the lesson in different ways; from simple details to complicated details or from the complicated details to simple terms, and included a summary. When the students use it in their lessons, it is easy to understand and make any questions about. In my case, I used this strategy too much in my classroom because my students are learning a second language and this strategy helps them to learn more new words in their second language.
Another strategy that teachers can implemented is Venn Diagram. With this strategy, students can compare or recognize differences between two or more concepts. I used it when we were talking about nouns, pronouns, adjectives, and verbs in Spanish. They can see the differences between concepts and recognized them in the sentences.
In conclusion, implementing organizing information is powerful for those students that are struggling in different course. Organize information is not easy, because as a teacher I need to make sure that the students know about the topic before to start, but is easy when the students understand them.
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Beatriz Puente Posts: 3
10/20/2020
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In a drawing lesson with fifth graders I used the Tiered Lesson strategy. A student with ADHD was given scaffolded instruction and easy step by step drawing the students can follow and complete the drawing part. The student was taught to simplify the objects viewing them in their biggest schematic shape and proportion. Then they added details to the drawing. Demonstration and sample demonstrating the final product were provided.
Also another strategy that I applied was the students watched a guide video, so the students can work at their own peace when practicing an art skill, before start working in the final project.
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Ritchie Jackson Posts: 3
10/22/2020
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2. I have used an iPad with a student who needed note taking assistance due to limited eyesight. The student was able to see my class notes / assignments on the iPad and the text could be enlarged, highlighted, the font could be changed, text could be bolded, making the notes custom fit to the student. The notes then could be printed for the student or emailed directly to them (and their parents). Together with the app SayText, the notes (and any handout or printed materials used in class), could in turn be read to the student through the iPad.
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yvonne denmark Posts: 3
10/23/2020
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I just had to give the Pre-Assessment for the CSMA and I had to follow All ESE and IEP guidelines in administering the Assessment. I had 2 students with the enlarged print along with multiple students that were tested in small group instead of staying with the class.
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Jania Harden Posts: 3
10/28/2020
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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.
My student with LI (Her vocal chords are are damaged and she can only speak above a whisper) I set her up with a lavalier microphone so that she could be heard more clearly when participating in discussions with the class. That simple piece of technology changed how her peers were able to interact with her which in turned made her more confident when attempting to answer questions.
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Claudia Richards Posts: 3
11/5/2020
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I use a variety of technology in my classroom. I use the smartboard for large and small group instruction. When introducing an artist, I either read a book under the projector (which is projected onto the smartboard) or I play a short video such as "Art with Mati and Dada". This peaks my ESE students as they are cartoon characters, colorful, and entertaining. I follow with discussion about the artist and the book or video, and introduce a similar art project. I have a couple of iPads that I use with my ESE students so they can replay a video or a how to video.
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Jennifer Snead Posts: 6
11/7/2020
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#2
I have several students with hearing disabilities. Most are able to visually follow the steps in the project as I demonstrate, visually, while explaining verbally. I do have some students who require me to wear a device that aids in their ability to hear the verbal instructions as well.
I have had a student that was missing an arm. Most of the time she did not desire help, as she would try to figure out obstacles to the lesson on her own. However, I was available to help with tasks like cutting, should she reach a frustration point. I did not want to do it for her, but I would help holding paper still and/or follow the instructions she would give me. I did not want to offend her by assuming she was incapable of performing any of the tasks, so I let her reach out when she was ready for help. Personally, I was quite impressed with this young student. She was quite self determined!
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Katherine Roettges Posts: 3
11/10/2020
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I use video art tutorials in the classroom and now in my virtual Duval Homeroom art lessons. It really helps students with disabilities work at their own pace. Students who have ADHD are able to pause, rewind, and re-watch steps as necessary; it also allows me to edit in clips that may motivate/inspire the students to give them brain breaks and help them focus. For example, when we were learning to draw an octopus, I put in fun clips of a real octopus. Another tech tool I use are games via art museum websites. For example, I recently did a virtual lesson on Egyptian Art and linked the students to The Smithsonian kids site where they could play games and solve clues to revel a mummy. I also linked them to a really cool virtual tour of an Egyptian tomb. I also use my document camera to explicitly model steps, which really helps students who are hard of hearing or visually impaired because it blows up and projects everything I model.
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Erica Garcia Posts: 2
11/10/2020
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Using task cards would be a great strategy for giving my students the lesson in small chunks and with visual cues. The task cards can allow me to break up the lesson into smaller sections. Task analysis can also be helpful for me to use in my classroom so that my students can see the lesson step by step.
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Jennifer Snead Posts: 6
11/14/2020
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Two strategies that I would use in my classroom are Graphic organizers and Collaborative groupings. The graphic organizers help keep all students (not just those with disabilities) on task with a focus on the steps of the project. Having those displayed during my classes, allows all students to reference the next step or expectation. Collaborative Groupings help all students at different stages and abilities to work together and contribute to a project. Assigning specific jobs gives everyone a voice and input into the final outcome. Jobs can be adjusted and assigned to meet ability levels, yet present a challenge to entice engagement. I have used chaining quite a bit helping students to learn to hold the scissors and to practice cutting on lines. Venn Diagrams are useful when comparing and contrasting different works of art.
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Amy McGinley Posts: 4
11/20/2020
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I like the 5 W's strategy as it follows along with strategies I already use in my library classes with my students. It asks students to think about a piece of art the same way as you would a story in a book. It uses language that they are already familiar with and extends it to another topic. Using 5 W’s graphic organizer, and story quilt “Tar Beach” by Faith Ringgold.
Who is the main character of this work of art? What does she do? When does she do it? Where does this take place? Why do you think this happens, or why does she do it?
1. What happened? Imagination/fly
2. Who was there? Cassie
3. Why did it happen? To escape ordinary life, to experience finer things in life, to be free
4. When did it happen? At night
5. Where did it happen? On the roof, Tar Beach
I like the cubing method for many of the same reasons. It aligns art to Books and understanding art as a story to be read and interpreted.It allows students to share their interpretations in a variety of ways as covered by the six sides of the cube.
You may use any work of art that tells a story. For our purposes, we will use “Tar Beach” by Faith Ringgold. “Tar Beach” is a quilt and tells the story of eight year-old Cassie Lightfoot, a little girl who dreams. She uses the roof of her apartment in Harlem as the place where her imagination takes off. The roof is actually the “tar beach” in the quilt. Cassie’s imagination takes her all over the city, where she experiences freedom. You may also read the book Tar Beach, by Faith Ringgold.
· Side 1: Knowledge
Students recall aspects of the work “Tar Beach” What do you notice? (color, shapes, images)
· Side 2: Comprehension
Students demonstrate their understanding of the content of the work “Tar Beach” (why is the girl on the roof? What does she wear as a necklace? Why?).
· Side 3: Application
Students use their knowledge/skills in a different way. Students will be given a square piece of paper as their “rooftop”. They will draw the places they will fly over.
· Side 4: Analysis
Students analyze topics - Urban life, Use of imagination, African American History.
· Side 5: Synthesis
Students consider contradicting aspects that form something new – In “Tar Beach” The grown-ups appear to be having a party while Cassie is laying down, while we know that Cassie is actually the one having the adventure by using her imagination.
· Side 6: Evaluation
Students use their previous learning to judge the value or success. Students follow a specific criteria. – Students will evaluate the story quilt “Tar Beach” after reading the book Tar Beach. Were you able to see the story in the quilt before you read the book? Were you able to see the story in the quilt after you read the book?
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Sherry L Diaz Posts: 3
11/29/2020
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Shery L Diaz - One way I use technology with students with disabilities is to allow them to use their laptops to research a topic on Art or an Artist that we are discussing, and then they can independently find facts about this art topic or about the artist. They then can use Note-taking to document pertinant information regarding the above. I grade on their efforts, rather then just achievement They love being independent and using the computer for fact-finding.
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Rachelle Hebert Posts: 3
12/5/2020
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1)
Strategy 1: For a current student I often use the Grouping Strategy of Peer Partners. The partner is trusted and well liked by the child with a disability and their assistance is extremely welcomed. The partner helps with prompting on correct use of materials and with sequencing the steps of the art activity. The partner's assistance is more welcome than mine because it doesn't call attention to the fact that the child might need assistance or monitoring. The rest of the class doesn't even notice that the peer partnership is in place which helps this particular student feel more comfortable and confident.
Strategy 2: Another strategy I frequently use is to break tasks down into specific steps in the Task Analysis format. These steps are shown on the SmartBoard in picture and word form on a Google Slides document. These are projected for the entire class, and students may individually access the presentation on their personal laptop in order to work at their own pace.
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Rachelle Hebert
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Jennifer Wise Posts: 3
12/29/2020
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I use peer partners in my classroom. I have a class of students from the modified curriculum classroom that join a general education classroom for their art time. I have paired students from general education with the modified curriculum students. The gen ed student prompts their peer on correct use of materials and steps in the assignment. I also use self-evaluation and reflection with my students for both their assignments and behavior choices. I want my students to own their art and actions in the art room and understand that they can grow as artists.
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Suzanne Williams Posts: 3
1/13/2021
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Two Strategies: 1. When introducing a new lesson, I always try to find a video how-to to show the students on the Smart board what we are about to do. I then use my document camera and give an actual demonstration and further detail what we are about to do (especially because I usually like to add a variation to the assignment or give it a more personalized touch). After answering any lingering questions, I then hand out the materials and allow the students to start the assignment. This allows the students two ways to be introduced to the artist or lesson. I also walk around the room as students are beginning the assignment for further assistance and guidance.
2. I also have created an art word wall that lists the terms and wording that I use in my art classroom. They are not merely words on the wall. Each card has the word, and an accompanying visual to describe the word. We are a dual language school, so I also have the word in Spanish for those students. This has also helped me a great deal when trying to visually describe the lesson to my ELL students who are just learning the language. I continually refer to the wall when I use these words in conversations and lessons. I also add new words as the concepts are introduced to the students. | | 0   |
edited by Suzanne Williams on 1/13/2021
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