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Sharon Richmond Posts: 3
9/8/2021
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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.
Mnemonic Instruction with the Letter strategy can be used to teach the colors: ROY G. BIV - Red, Orange, Yellow, Green, Blue, Indigo, and Violet. Group practices such as Peer Partners is often useful with children with lower cognitive functioning or language deficits. By providing a partner to assist, they are able to overcome challenges through seeing the activity modeled by the peer and also get assistance and prompting when needed throughout the activity. Both students feel a sense of accomplishments when done in a positive manner. It is important to know your students before pairing, because not all students have developed to to a level where they are strong leaders, positive encourages. or tender hearted.
- 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 used iPads for sharing and assessing key elements for students with visual impairments. The adaptive function that allows the student to magnify the page makes the assignment/assessment accessible to them.
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Sunni Myers Posts: 3
9/9/2021
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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.
Peer partners could be a useful strategy to implement in my visual Fine Arts classroom, because students can help each other in the creative process with greater success. Teaming up a student who may struggle with fine motor skills in drawing with a student who shows a more masterful skill level can help to coach the other with the drawing techniques. As well as helping them too clearly communicate their creative ideas. Self evaluation and reflection strategies can really help students to think more critically about their choices that they make while they create artwork. This can help them too improve their craftsmanship and composition mindset when they are working, if they know there will be a reflection upon their work when it is complete.
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Jennifer Harper Posts: 3
9/12/2021
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Using task analysis as specific strategy for several of my students with disabilities. To assist these students specifically I can list steps and place them in laminated sheet , so the student can actually self -assess as they work and mark off the boxes with their dry erase marker as they complete the task listed. I would like to incorporate Semantic Mapping to reinforce art vocabulary and supplies we use for specific art lessons. If students who have trouble remembering they could go back to look at semantic map, picture symbols could also be imported if language was the barrier.
I use technology in my classroom for my classroom as a whole. I teach many lessons using my vimeo device to do step by step lessons or examples on whiteboard. I find that I can control the pace, stop as needed and do not block the view unlock when I am standing at the whiteboard. I also use lessons that have videos that can be played once for review , then replay it as a step by step guide pausing for students who may need a little more time and allowing other students to continue on their pace following the written instructions on other board.
Now that students have their own devices, this would be a great opportunity to try some of the apps and online art programs that would allow some of my students with sensory issues to create without the restriction of the dislike to how some of the way certain materials feel.
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Karol Tart Posts: 3
9/13/2021
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There are two strategies that I already use and are very effective for not only students with disabilities but all students. I use the peer partner grouping strategy to help not only students who may have an intellectual disability but students who tend to struggle in my art class in general. I find that the same information that I have given to them can sometimes be better interpreted when given to them a second time by their peers. It is very helpful for time management, time on task, and allows me to continue with a lesson where I would have had to keep stopping for one-on-one instruction. The second strategy that I find to be very effective is Letter strategy. This strategy helps those students with memory challenges. An example of this is the rainbow (ROYGBIV) The students can always recall the colors in the rainbow and the order because of this strategy.
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Stephanie Graeber Posts: 3
10/9/2021
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I use technology in the classroom through the use of video shown on the projector. Often these videos will give information on a particular artist we are learning about combined with background music and bright visual images which help to capture the students attention and keep them interested. Videos that demonstrate a particular skill are also beneficial because they can be paused to allow students to follow along at a slower pace or these videos can also be played again for students who would like to see the steps demonstrated more than one time.
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LaRhonda Brown Posts: 3
10/10/2021
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One way I use technology in my classroom is to record my lessons. I chunk the lessons into specific tasks and make recordings. The recordings are posted in my Google Classroom. Students with specific learning disabilities who need additional time or practice may use IPads to access the lessons to review the and practice strategies at their own pace. That way they don't have to worry about remembering all the components at once. The chunks break the lesson into smaller digestible bites that help students eventually get to the same successful end.
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Sarah Knudtson Posts: 3
10/10/2021
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In my class I have used chaining to teach art research and analysis, which is in turn linked to larger projects. I have a set of five criteria that students must use to analyze a work of art sufficiently for their final exam portfolios. In the beginning they start with simple ideas such as describing the work and overtime they begin to add, academic vocabulary, biographical and contextual information and final intent.
I can also use Computer-Assisted instruction allowing students to use a variety of photo editing software, to create collages, edit their own images or create an image from scratch. Students can use Adobe programs at school and free programs such as Photopea and Pixlr on their school issued chromebooks. The user-friendly variations of these programs also allows for differentiation between students, and students can choose the program that best suits their needs.
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Michele Faulconer Posts: 3
10/11/2021
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I have used graphic organizers when teaching a unit on Faith Ringold's "Tar Beach" we broke down the story in order to have an outline for our own creations of where we would go if we could fly. I have also used computer based shape sorting programs to aid my Kindergarten students in learning and recognizing their shapes and the attributes of each shape. As for using technology to assist some of my students I often use my hovercam to teach step by step, I film this so students who require additional time for a particular step can have me repeat steps as necessary.
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Michele Faulconer Posts: 3
10/11/2021
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- Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
- Reading questions to the student, and repeating if necessary. This would enable the student to have a fair amount of time and a better understanding of the question.
- Using exit cards with A, B,C or a choice of answers enabling the student to answer correctly to the prompt.
- Allowing the student additional time for certain steps and providing hand on hand or more one on one demonstrations.
By using these techniques and spending more one on one or small group time with certain students, I can have a more accurate assessment of their capabilities and better assess where help is needed. Better and more frequent assessment will lead to a better level of mastery and understanding.
edited by Michele Faulconer on 10/11/2021
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Darcie Argabright Posts: 3
10/12/2021
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I am very lucky to work in a district that has many technologies tools at my disposal. I have two favorite tools. The first tool that I absolutely love is Immersive Reader. This tool is embedded into many of our applications- Nearpod, Canvas, ect. Immersive reader will read the text that is being presented. The students can also adjust the size of the font, change the background color of the display that can help with visual perception. The student can switch the language of the passage to their native language and have the entire passage translated at a click of a button. I rely on this tool all of the time for struggling readers as well as new language learners.
The second tool that I also use continuously is the Smartboard in my classroom. I am very lucky to have a projector and smartboard that I use for modeling directions and direct instruction. I am very lucky that I also have software that allows me to control my student devices so that they are able to watch individually on their own devices. This helps immensely to help students focus on the details of the directions & techniques.
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Michelle Myers Posts: 3
10/14/2021
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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 use technology in my class by finding videos and songs to help grab the students attention to help them retain the information. I have noticed this really helps with my ASD students. I also use an Elmo projector to they can visually see every step I do before they create their art example. I usually let them chose my next move in the project on review days to see who is retaining the information and seeing if it was successful. This also helps them build the ability to problem solving without getting frustrated at their own art. I may be making the example but they are telling me every step of the way.
For my non verbal students I have them bring their talking devices to type their questions to me.
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Michelle Kurasz Posts: 3
10/27/2021
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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.
Discovery learning is an excellent tool for critiquing artwork. Any student with a disability can analyze their own or the work of master artists, without the fear of an incorrect response. Through this process they can express what they see and what they believe the artwork is trying to convey. This is also an excellent way to observe personal artworks more closely and reflect on how to improve.
I use chaining with students with disabilities when we create artworks over multiple weeks, completing small steps broken down into even smaller steps at a time. Through modeling in small groups/one-on-one I can ensure students with disabilities are able to be successful at any given art technique.
- 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.
Several of my students with learning disabilities struggle to show their knowledge through reading and writing. I use Plickers cards to easily assess student understanding without the use of paper/pencil forms of assessment. Plickers are a set of QR coded cards that can be assigned to each student. Depending on the orientation of the card, they are providing a letter A, B, C, or D as their response. I can see what a student truly knows by providing verbal presentation of the question and a way to respond without physically recording their answers.
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Michael Gonzalez Posts: 2
11/2/2021
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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.
Graphic organizers such a story maps and venn diagrams are constantly used in my classroom to practice reading/writing skills and even reading journal entries in my classroom.
Mnemonic devices help my students practice reading/math/writing strategies in the classroom and even chanting math strategies has boosted math grades and comprehension on topics learned in the classroom.
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Rachel Norman Posts: 2
11/4/2021
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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 describe the specific technology and how it assisted the student with a disability.
I record my lessons before class. I utilize the smart board, doc cams, and Google classroom to facilitate my lessons. This allows for more time for students who need it as well as ways for them to go back to lesson for additional assistance.
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Nayda Flores-Toro Posts: 3
11/11/2021
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1. I like to use differentiated task cards. My stations are differentiated, using different fonts on texts, some include visuals, others have sentence stems, to accommodate the needs of all learners.
2. I use the elmo/smartboard for student’s self evaluation of art work. This engages students and retain their focus (you can zoom in and out of details, look more easily for errors, and provides a complete vision of the art work).
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Mary P Morrison Posts: 3
11/12/2021
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I use graphic organizers regularly for my SLD and Language Impaired students. Venn Diagrams are used to compare and contrast information or to make text to self connections. Mnemonics are used with each vocabulary lesson. The students write their definitions and a mnemonic to "picture" the word in a meaningful context. Story Mapping helps students to organize their thoughts and see the information more clearly. Students use activity cubes to practice the six perspectives for a theme we are studying. The multisensory and interactive approach is especially useful for my high energy and dyslexic students to stay engaged in the lesson.
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Jessica Kesaris Posts: 3
11/23/2021
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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 I would like to implement in my classroom are graphic organizers and task cards. Graphic organizers, such as the Venn diagram, can help my elementary students compare and contrast famous artworks, or even their own art. I could also use the semantic maps for teaching vocabulary words. Task cards are a great way to differentiate and allow students to take charge of their learning. For students with disabilities, graphic organizers serve as a visual way for them to organize what they are learning and come back to it. Task cards allow students with disabilities choices and more opportunities for success.
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Scott McKean Posts: 3
11/27/2021
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Two particular strategies/tools that could be potentially used in my art elementary classroom to address the needs of a student with disability are: 1. Venn Diagrams and 2. Chaining. In this case these would pertain to a student with ADD or ADHD. When discussing the elements of geometric and organic shapes as they appear in different artworks, I would use chaining to link the student's past knowledge of these shape types to various artworks in which they appear. If the student does not understand the concept of organic shapes I would go backward in the chain process to explain the properties of geometric shapes (those that have consistent mathematical dimensions) and contrast them to those shapes that are organic (irregular in form.) If the student already has a firm grasp of both of these shape types (or when they understand the difference between them) then I could go forward on the "chain" and show samples of artwork by different artists (via smart board/internet) to give the student concrete examples of how these shape types appear in art. As a follow up, the student would given a Venn Diagram outlining different artists and how they used these types of shapes in their artwork in a compare and contrast format. This would show the different artists from various time periods (Baroque, Romantic, Surrealistic and so forth.) The diagram would display how the artists' works might be similar to each other (in how they used the shapes) or different. A Venn diagram can help provide succinct definition of facts for the student to focus on for maximum understanding of the given art concept(s).
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Alicia Urbano Posts: 3
12/11/2021
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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 student's disability:
With one of my vision impaired students, task cards will be implemented with a few changes. Having fewer choices and including tactile choices (clay, finger painting, etc) from which she could choose from might help support her IEP. For example, hand over hand could be used when verbally describing each task card and providing tactile examples. Tactual textures and real objects would help develop her understanding of the art task card choices. Cubing is the 2nd strategy tool chosen to try in the class due to her IEP stating an increase use of demonstrating more finger isolation with the support of hands and fingers along with verbal prompting as she attempts to perform pre'braille activities. For example, when verbally asked to compare and contrast two sculptures while using hand over hand, the teacher could verbally describe the sculptures (rough, smooth, sticky). Her IEP states she is more likely to respond to an auditory prompt.
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Alicia Urbano
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Li Lin Posts: 1
12/13/2021
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Describe how two of the strategies discussed could potentially be implemented in my classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability:
1. Positive Immediate Corrections and Feedback. 2. Precise Monitoring of Frequent Student Response. With two of my vision impaired 5th graders, iPad will be implemented with a Kahoot learning program inside. Having the questions and answers display in front of their nose, the answers (quiz, multi-selection, short answers, type in answers, sequencing) are pre-implemented into the system. Moreover, the audio and video about the contents are also pre-designed into the Kahoot choices. So after each question or topic, all students including these two vision impaired students will received immediate corrections and feedback for their answers.
From teacher side of the Kahoot platform, I can monitor every single student who get the right and who get the wrong right after each questions. I am able to precise monitoring of frequent student response. Kahoot is designed for teacher to pre-design 95% of the workload before the lesson, so in the classroom, I will be able to provide positive immediate corrections and feedback. Also the feedback system from each Kahoot question can precise monitoring students' frequent response.
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