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Zela Henderson Posts: 3
4/29/2021
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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.
At least two or more of the strategies discussed in this class will be implemented in my art classes. The two that appeal to me the most would be the Graphic Organizers and Cubing. I already use Thinking Maps on a regular basis, so adding Graphic Organizers to my tool kit would be a logical addition. Venn Diagrams would be great for color theory and Story Maps would be extremely helpful with art criticism. On the other hand, Cubing would be totally new to me so I know that I will need to put more thought into how I will use this strategy. Already, I am thinking Cubing would be a great way to explore famous artwork, and it would also be an ideal way to introduce an upcoming art project. Students could choose one of four works of art provided, and work with other classmates who have chosen the same artwork to answer the questions on the cube. Then they could put this information into a PowerPoint Presentation to share with the rest of the class. Then, they could create their own artwork in the fashion of the famous work of art. I can't believe I've never thought about doing this at the elementary level. These strategies have the potential to be game changing! I'm so glad I am taking this class!!!
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Susan Ling Posts: 3
5/3/2021
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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 have made videos of the lessons I am teaching so that they can see how to make the art process. I also use the document camera to project each step on the board.
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Emily Fisher Posts: 6
5/4/2021
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I would like to implement grouping practices and reflective strategies in my classroom. Grouping practices would help my students learn from and teach one another and work together to problem solve and create. Reflective strategies would help my students reflect on their learning and would also help me to assess their understanding.
I have created PowerPoints and videos for my students who visual learners, rather than just relying on my verbal instructions aimed towards aural learners.
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Emily Fisher Posts: 6
5/4/2021
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Susan Ling wrote:
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 made videos of the lessons I am teaching so that they can see how to make the art process. I also use the document camera to project each step on the board.
I do the same thing with my document camera, it seems to help students a lot.
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STEPHANIE CORLEY Posts: 3
5/11/2021
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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.
Most of the students that I have encountered with disabilities have needed assistance with reading. Along with oral instruction I have allowed students to use readers on the software that we used. I have also used translators for my ESL students. I make PowerPoints with lots of picture models to demonstrate our projects as well as printed posters with visual cues as to next steps and processes of a project.
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Roberto Giovanetti Posts: 3
5/11/2021
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During the 1st semester of this school year I was working from home via Zoom. My students were also working from home. In the middle of the semester I received a Middle School student who needed to stay home due to having relative living with him with a high vulnerability to COVID-19. His mother had been trying to find the right setting for his emotional disability. Not having a school building to go to had made my student deal with irritation, anxiety, restfulness.
When I received his name I called and talked to his mother and also to him. He was reluctant to talk to me and his mother shared with me how difficult it had been to keep him occupied while his siblings attempted to go to school via Zoom too.
We set up a date to have our first Zoom meeting. When we started my students was still reluctant that he was going to get the same experience as in the school building. However, as we interacted, as we started a conversation, I could sense how his emotional state was relaxing, which gave way to him being open to learn the about the topic of the day. Had it not being for the ability for my student to see my face, hear my voice, make comments , ask me questions, look at the examples that I showed him from my computer his first semester experience would not have been a productive one. At the end of the lesson he was smiling and looking forward to our next lesson.
Technology is not the answer to all problems but if definitely helps us stay connected to each other in meaningful ways.
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Michelle Todd Posts: 3
5/13/2021
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Two strategies discussed that could potentially be implemented in my art classroom are task cards and mnemonic instruction, specifically pegword. I love the idea of using task cards in a variety of ways. Mainly as an option for students who may finish their project before the rest of the class. I love having different activities for students to work on if they finish a lesson early (instead of just "free draw') and I think there are so many different types of task cards that I could make. I like the idea of creating sets specific to the unit of study we are covering and giving a variety of options of how the students can choose to learn about the topic on the task cards. It would be a great way to incorporate technology also by allowing students the option to research on some of the task cards. Incorporating these task cards in the beginning of the year as a routine will also allow me to not have to stop every time a student finishes a lesson...they will automatically know what to do when they are finished.
I also would like to work on more mnemonic instruction. Students, especially elementary, love anything that rhymes so this is a no brainer as something to incorporate into the art room. Allowing students to work together and teach them mnemonic strategies on how to remember/learn the elements of art. I see us having a lot of fun coming up with fun songs, ryhmes and letter strategies to learn our art vocabulary.
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Ren Warner-Dubin Posts: 4
5/17/2021
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I really love the strategy of Conspicuous Routines, so that students create an automation of tasks to help students with processing issues. I also like the strategy of cubing, for older students with disabilities, so that they can make sure they are learning all aspects of an artist, artwork, or technique.
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Shelby Brommer Posts: 3
5/25/2021
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1. In my visual arts classroom I could see myself using graphic organizers as well as task cards. With the graphic organizer we could use a semantic map to describe art materials and artists related to a particular style/movement. Venn Diagrams could be useful to compare and contrast different elements and principles of art. This provides a visual map to students with disabilities and is something they could refer back to throughout the lesson. Task cards would be great to link in with a learning contract. After giving a class a topic, students could choose a task card that relates to that topic and matches the tier and level they are comfortable with. This could be done at their own pace and then linked in with the learning contract between me and the student.
2. Technology has been a great help in my art room. Using my overhead projector has magnified the size of what I demonstrate to students which is perfect for students with a visual impairment. Being able to demonstrate and model is great for students at all different tiers. I have also worn a device to help students who are hard of hearing be able to clearly hear what I am saying.
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Rebecca Gilmartin Posts: 3
6/6/2021
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One way I have used technology is through video demonstration with explicit verbal directions. The student is able to chunk information at their own rate so that they can go back to review information as needed. I show the video through google classroom so that the student also has access to the information at home online. I sometimes create the video or use outside resources for instructions. I can show the video in the classroom, pause and also demonstrate live on the interactive white board. This strategy has proven successful with my regular education students as well as ESE students.
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Greta Mosteller Posts: 3
6/8/2021
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Technology has been utilized as an amazing tool for learning for my students with disabilities. One specific way I utilized technology just this week was to provide a student with the opportunity to create a web in a Word document to demonstrate their understanding of the 16th Street Baptist Church in Birmingham in 1963. My student was fatigued, distractible, and understandably frustrated after having a seizure in the morning before school according to parents. While his peers wrote a 3 paragraph essay about their learning I allowed my student to research the bombing on google and then use photos, text boxes, quotes from a historical fiction novel he read about the event, etc to create a web of information. He was thankful for the option of how to demonstrate his understanding, and I was thankful for access to technology to be able to help him succeed in accomplishing the task and allowing me the opportunity to help other students in the classroom as well.
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Greta Mosteller
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Becky Donohue Posts: 3
6/10/2021
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One strategy that would benefit my students is the use of computers. I have a student who is visually impaired and would benefit from being able to read with enlarged type and highlighted text. He would also benefit from being able to respond by typing on a large-text keyboard versus writing on standard lined notebook paper.
Another strategy that will benefit my students is learning centers. My youngest students are very familiar with learning centers and my older students enjoy having the opportunity to return to this less ridged way of learning. All ages of my students will benefit from the social aspects of learning centers as well.
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Eunice Park Posts: 3
6/13/2021
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Especially with this year of COVID-19 and the demand of sanitizing supplies and distributing materials on my own, I have utilized technology even more. When students come in, demonstrating through pre-recorded videos have saved me time to get things situated before starting our projects. While students watch, I pass out supplies. These videos have come in handy to help my students with learning disabilities that need more hands-on help. It has allowed me to replay these clips for students who need the repetition, providing a visual for them to see as I am also showing them the steps beside them in person. These videos are projected on the smart board so that it is large and clear as well.
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Jodi McLeod Posts: 3
6/19/2021
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Two of the strategies that I use in my classroom are letter strategy and peer partners. An example of letter strategy is ROYGBIV to remember the sequence of the rainbow colors. And for peer partners I strategically assign the students to seats/tables that work well together either for academic help or emotional/behavior reasons. I am able to do this because I teach basically the same students every year, just have to figure out the kindergartener's learning styles thru out the year to make their peer partners work.
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Nancy Hatch Posts: 4
6/28/2021
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When it came to drawing many of my students couldn't grasp the idea of gesture drawing and applying the correct pressure of the pencil. So as technology is limited, I have 8 tables in my room that sit 4 students each (they are seated Kagan style--variety of levels of learners) and I only had 4 computers to work with. I divided the class in half, 4 tables had one computer each (they had to take turns with the others at the table), the other half of the room each child had their own paper and pencil to work with. I placed names in a hat of students who volunteered to be a posing model for our gesturing drawing, once I pulled one name out the model came up and the students began to gesture draw. The technology I used was INTUOS Draw. This allowed the students to use a stylus vs. a pencil and gave them the concept of pressure when drawing and how to freely move the lines as they draw. This allowed them to not be so restrictive when it came to gesture drawing and focus on the positions of the body then detail. Many kids found this process quite easy because as they stated, "we use stylus's all the time at home." By having this technological tool allowed for discovery learning, cooperative learning, and peer partnering.
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Melissa Lenee Simonsen Posts: 2
6/29/2021
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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.
Due to Covid 19 this past school year, I taught face to face and online. I have been at the same school for 5 years, and I immediately recognized that several of my students that had IEPs showed up in the general Zoom meetings and did not come to the brick and mortar school. These were students that I previously worked with one-on-one when I did push-in services to the self-contained courses. The general education would be too fast-paced and would cause frustration for this group of students. Several (3) of the students were non-verbal, and they were on the autism spectrum. When I had them at the school, I used many cues with my hands, and I demonstrated what they needed to do many times.
I wanted to use the technology to my advantage. I used the break out rooms and placed work timers in the appropriate rooms as they loved the "countdown" as I had limited time when I was in school with them. In addition, I created my own You Tube videos to share my lessons. Some of the videos were fast-paced, and some moved slower. Each video showed the same process several times. I made sure that I showed myself in the video as the children already knew me. I was able to give the parents my links so that students could access the videos when I was not online and take as much time as they needed to complete the course work. I also included links to music that was appropriate for the lesson. For example, we completed a lesson on showing emotion in art. We discussed the use of color and line. I added links to intense music, to happy-go-lucky music, etc. My students enjoyed making the connections. Many of the parents told me that art time was the best time of the day for their children. 
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Amy Moskowitz Posts: 3
7/12/2021
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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
One way that I use technology to meet the needs of students with a disability in my classroom is by making step by step instructions on my canvas course and then using the overhead projector to show/display each step to my students while teaching it to them. I then leave these up while they are working on their work as I walk around further assisting anyone who needs further help. I find that this helps with many disabilities like language impairments, hearing impairments,developmentally delayed, emotional/behavioral disabilities, homebound/hospitalized, intellectual disabilities, other health impaired, as well as students who have specific learning disabilities.
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Joanne Przybylowicz Posts: 3
7/16/2021
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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 that have ADHD. This past year I integrated digital art into my art program. I used Adobe Spark and allowed the students to self-express themselves by creating "About Me Posters" and then share them with the class. I always allow the students to stand at their table if they cannot sit for long periods of time. They have their assigned area at the table. The students with ADHD were so engaged in using Spark because they saw immediate progress in their designs and could change the art on the fly. They enjoyed sharing their works of digital art and I have seen amazing progress in their comprehension and completion of the assigned tasks.
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Allison Lopes Posts: 3
7/30/2021
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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.
Google Classroom and Screencast-O-Matic are helpful in assisting students who are Homebound/Hospitalized. Screencast-O-Matic is a screen capture tool that allows the students a great opportunity to really hone in on the techniques I'm using. I feel this allows the students to get even better view and to obtain more detail than they might if they were actually sitting in the classroom with me.
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Katherine Hicks Posts: 3
9/2/2021
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I have not used Task cards yet, but I definitely see how they could be useful! I see 24 classes at my two schools. Having laminated task cards would be a great way to easily give students different ways to learn about the same topic. I could have cards being color coded so that I could make sure students could be given tasks I know they could succeed at or would enjoy based on their learning styles.
I have had students make graphic organizers before, but I would like to incorporate semantic maps that could show how certain words relate to each other or how different words go toward a certain topic. For example - we could write the name of a piece of art in the center - then out from there, have different parts of that artwork - like the color, shapes, lines, and so forth.
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