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Elizabeth LaViska Posts: 3
5/16/2022
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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.
As a Media/technology teacher, I am using technology daily in the classroom. Specifically with my deaf student, I use a program on the iPad called HandsUP! ASL. It helps her with the concepts we are learning and be able to learn the vocabulary. She has a personal ASL teacher with her everyday, but this also gives a little extra that the aide can do with her while I ma teaching the vocabulary.
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Antonio Hernandez Posts: 2
5/18/2022
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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 once had a student who had an extremely difficult time with grasping art utensils. Coloring and drawing were near impossible because of this. I was able to utilize an iPad and a particular piece of software (Procreate...with some modifications on my end) to enable the child to draw and paint with her finger. This of course could have been (and had been) done with finger paint, however the lack of a mess to clean up was definitely a plus.
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AnnRobles Posts: 3
5/18/2022
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I have used technology to demonstrate close up (document camera), drawing techniques and painting techniques so that the whole class can see close up, what I am doing. Next year we are going to incorporate more computers into the classroom. I am not sure how to use the technology in the art room. It seems like the kids are having a difficult time focusing and drawing. Many want you to draw it for them. I think that some are missing the beginning stages of scribbling. I am thinking of incorporating warm-up activities like drawing spirals or zig-zag lines, maybe also some tracing.
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Susan Vertullo Posts: 3
5/21/2022
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I love using Venn diagrams for having students make comparisons between artworks. This has really helped my 5th grade students in preparing for their EOC assessment as the on written response they have to answer is to name a both a difference and a likeness between 2 works of art. I'll put a Venn diagram on the Smart Board and students can interactively slide their choices.
I also think self reflection is essential to student's understanding what they are learning. I like to use the 1-2-3 approach. For instance: 1. Name one thing that you learned today. 2. Name one thing that you enjoyed about today's lesson. 3. Name one thing you didn't understand or would like to learn more about the topic.
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Darlene Olson Posts: 3
5/22/2022
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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.
I use the Chaining Strategy to explain how to make our current art project. I can say it as I do it, wait for everyone to be ready, sometimes I have them give me a thumbs up (ready) or thumbs down (still working). I can always backtrack or wait and help anyone who needs it. Slow and steady wins the race! I also like the Cubing Strategy, which I have never heard of before. I teach elementary, so I might have to modify it some to work with my age group. I think using an actual cube would be so fun! We could roll it and whatever lands up, that would be a question the student (or small group) would answer. Genius!
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Jessica Martin Posts: 3
6/22/2022
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1. Two of the strategies that could potentially be implemented in my classroom are Task Cards and Chaining. As an elementary art educator chaining is used as a way to build confidence with tools in my classroom especially with my students learning fine motor skills. Helping a child learn the correct pressure and positioning of a paintbrush, while initially grasping my hand for guidance then slowly repeating and releasing my guidance as they can confidence in the movements and positioning of the brush. Task cards could be a great way to allow for choice on a specific topic we are learning-for example types of line. Each task card could have a varied quantities or complexities in which line is used in their final piece.
2. Technology is used in my classroom with the addition of smart boards, document cameras, and ipads. Student who have difficulty with sustained attention are engaged with demonstrative videos or artist bio videos that help introduce our new subject matter.
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Karen Porter Posts: 4
6/22/2022
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2. 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.
Chaining is ideal for supporting students with disabilities in my art classes. Chaining breaks a task into smaller sequential steps. Prior to taking this course, I was completely unaware of this term, but I was using a similar process for students with ADD, ADHD, and autism. I plan to integrate steps through chaining as I model art techniques. I will also display the steps on anchor charts. This will be beneficial for all students. My students complete color wheels in the beginning of the school year. Using the chaining strategy, I will write the steps out on individual index cards and place them on plastic rings. The color wheel process rings can be provided to students as needed.
Cubing is another strategy that is ideal for my art classes. I have used cubing in ELA classes but have never used cubing in my art classes. I could use cubing to differentiate tasks, art media, art forms, and much more.
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Shanon Braden Posts: 3
6/24/2022
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I've used mnemonic strategies to help my kids learn letters by having them draw pictures that represent the letters of the alphabet. They think it's fun, and then we can review them year round. I've also used venn diagrams on chart paper that the kids help me fill in...for example in learning about healthy and nonhealthy foods and food groups.
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Bethany Bates Posts: 3
6/28/2022
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I can see using differentiated assignments with my class to address students who tend to catch on quickly, those who need more time, and those who struggle to grasp new concepts. With math lessons, I often use modeling with I Do, We Do, and You Do, but I now see how I could divide the class into groups based on how ready they are to work on new concepts by themselves. This would address the needs of one particular student who has processing issues and takes a great deal of time.
Also, I think my students would benefit from using more graphic organizers. They often need help classifying information and organizing it in a way that makes sense for them.
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William Henderson Posts: 3
9/1/2022
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I show How to Draw videos often. I am able to pause and replay steps for the kids. Students are engaged while watching and drawing with the videos. My students with autism enjoy the videos.
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Lora Carey Posts: 3
9/16/2022
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For my students with disabilities who struggle when drawing an animal or object I like for them to watch video on how to draw the outline of the animal or object on their I-Pads,. This helps them see the step by step process without getting frustrated and keeps them engaged. They don't miss any of the steps as they can pause and rewind the video. I will also use the document camera for close up drawing techniques. Several of my student struggle with the details. On the document camera I can model for the entire class and they can view it on a larger screen. I have a student with ADD who I like to use tasks cards with. The cards break each task down into a small, manageable pieces. When he has completed one task, he can then move on at his own pace. Often when explaining the lesson to the whole class I do not reach that student who work well with smaller tasks.
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Cher O'Bryant Posts: 3
10/14/2022
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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 regularly utilize the SMART board in my classroom to meet the needs of students with disabilities. For example, students that have intellectual disabilities benefit from seeing visuals on the smart board of the topics that are covered in class. Videos are also displayed on the smart board to facilitate the learning of feelings, and other SEL topics. The SMART board allows all students to see the information that is presented. Students that have visual impairments are seated at the front of the class so that they can better view the content being displayed. Videos that are played can be paused for discussion and checking for understanding among students. I also use drag/drop activities where students can touch the board and interact with sounds and words.
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Anwar Wilkerson Posts: 3
10/14/2022
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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.
Recently we have iPads in the classroom. There are simple drawing programs on there which let kids learn to create radial symmetry patterns by letting them select colors with there fingers and create shapes that they can then repeat and rotate. This allows me to teach them colors and to see if they know the color by picking it with their fingers when I say the name of the color. If they pick the right colors and use it I will know its a color they are familiar with. If not I will know to teach them the color's existence. It also a good way to teach them what lines and shapes they are creating, or to show them how to make shapes. I teach autistics kids that do not like pencils, crayons, or markers, but they like to touch things like liquid paints and screens that move.
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Marilyn Karnuth Posts: 1
10/22/2022
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Two strategies that I use in my classroom are chaining and mnemonic devices. I have a couple of students with ADHD who have benefited from chaining. Breaking down each step and making sure they know what to do has led to greater success in completing assigned tasks and activities Mnemonic strategies have help with students making correlations between the first letter(s) of a word and what it means or how it is used. Turning key concepts into short songs has helped immensely, too. Physical mnemonics have been useful with mathematical and scientific concepts.
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Angela Guettler Posts: 3
10/29/2022
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I could use differentiated assignments to adjust the lessons based on the student's ability. I could change the level of difficulty, materials, time, and requirements for completion. I could also use chaining to teach the steps in creating art. It would be helpful to simply the process by teaching it in smaller steps. This would be useful when working in sculpture, clay, and painting. I could use the Ipad for drawing and painting lessons. This would be especially helpful for students with an orthopedic impairment.
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Ambur Carter Posts: 3
11/7/2022
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I have used technology in a number of ways to benefit students with disabilities. One specific app I have used is a kaleidoscope drawing application that my students with disabilities have used to show their knowledge of symmetry.
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Stephanie Bucklew Posts: 3
11/8/2022
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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.
- Computer assisted instruction is a big help in my classroom. I can video a lesson and a student who needs more time can go back and review or pause the lesson as they need to. I also use a lot of cooperative learning when talking about artwork. The students know the four steps they can help each other to work through them together.
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Laura Hash Posts: 3
11/15/2022
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I've used technology for an autistic child who had trouble following a guided drawing lesson. This student was able to implement an online tutorial of the same drawing. This allowed him to start and stop the lesson at his own pace, which alleviated frustration involved when he fell behind in trying to keep up with the rest of the class. This allowed for success and pride in his artwork.
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Kimberly Gonzalez Posts: 3
11/30/2022
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I have used technology with my ASD children. One of my students has difficulty blending CVC words, but he has been using a program called Imagine Learning which has him drag each letter in the shape of a basketball and put it in a basketball net. He is so actively engaged when he is working on this task in class. I have seen that it has helped him when we segment CVC words orally in class. He even mimics throwing the "basketballs" into an imaginary hoop.
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Mercedes Jacobson Posts: 4
11/30/2022
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I use technology in many ways to reach my students with disabilities. Most importantly, students each have a laptop for their educational needs. There they use many programs that work at their own pace and ability. We also have a promethean board which allows the students to write their answers....even split screens to have two students write their responses and then we compare. We also use the boards to have their premade math grids when working with place value.
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