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ELIZABETH DASILVA Posts: 8
3/24/2019
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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.
- In the past, I had a student who was gifted, visually impaired and autistic. I taught this student how to create with Kid Pix, 3 - Paint, and Scratch on the computer. Using the computer she was able to zoom in and out to help with her vision. The student was talented in drawing and after she was done with class project, she would go on the computer for enrichment activities in art. Using the computer challenged her to learn and be creative and then share with other art students. I had this student from Pre-K to 5th grade and had the opportunity to watch her grow artistically thru the years using technology. The student really excelled in creating her own interactive stories, games, and animations in Scratch. This student was very motivated to learn and create. She was successful and gain the confidence to share and teacher other students. She taught her peers how to code and create in the Scratch program. This student created art games and shared them, when she volunteered in the art room to help younger artists. This was an amazing talented child. This student was accepted at a middle school for the Visual Arts.
edited by ELIZ on 3/24/2019
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ELIZABETH DASILVA Posts: 8
3/24/2019
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Rosanna Schofield wrote:
Two of the strategies discussed that could potentially be implemented in the classroom are cooperative learning and chaining. As students head towards the 21st century each student must have a clear understanding of how to think critically and be able to provide a response to a question in a clear and literate way. I believe that the grouping practice that allows for cooperative learning teaches the student not only how to reach a common goal, but it teaches the student how to work effectively with others. In addition to the cooperative learning piece i have selected chaining. Chaining involving breaking a task down and that can be beneficial to not only a student with a disability but to class as a whole. When assignments are chunked many students produce better results because the student is not overwhelmed with the amount of material, therefore producing work that reflects the content taught and the process steps.
Yes, I agree with you. Students do create a better project when chunking the lesson.
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ELIZABETH DASILVA Posts: 8
3/24/2019
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Kristen Williams wrote:
- One strategy I have used was peer grouping. I think that this benefits both involved. Students who need more assistance gain clarity and support and the student at mastery concretes their learning through teaching. I also enjoy the bond it creates. If a student or students need(s) additional instruction, I will put them at one table (small group) while everyone else is on another task and go over the lesson using different material. I have also used differentiated instruction in several ways. I try to give the student the opportunity to choose from different materials they may express themselves through more comfortably. I also use two methods to help students who lack trust in themselves and without intervention will become angry and act out. I create stencils and find that tracing requires some skill building for some of my students or I play follow my finger and I will lead with my finger while the student follows behind with the pencil. These are just instruments to gain confidence until they are ready to try on their own.
I use peer grouping and our school has a " friends" program where general ed kids team up with a child with a disability. The "friend" assists their friend not only during their regular classroom activities but also in the special areas, art, music and pe. In art class the students sit together and create together and creates a relationship with each other. They are learning and helping and building social skills etc. It is a great program when you have caring students who want to help others.
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vickie brunk Posts: 2
4/2/2019
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With my AAC class we use personal devices that the children carry with them to art. When I ask a question as to what color something is, they scroll on their device until they see the color page then they press on one of the colors and the device says the color out loud for me to hear.
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Debra Lumia Posts: 3
4/2/2019
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There are several ways I use digital technology in my art room with students specific learning disabilities. Powerpoint presentations are used for critiques. Students place their images, with transitions, and music. These presentations are created several times a year and projected on the screen so that students do not have to stand in front of the room to make their presentation. The microphone is also used when I'm doing a demonstration for those students who are hearing impaired. I also use Google sites for student e-portfolios.
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Cathy Gardner Posts: 3
4/3/2019
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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.
The strategies I would use are Peer Partners, and Task Analysis. The Peer Partners would be beneficial for students who are struggling with the assignment(s). I would place a student who struggles with another who understands the assignment. This way, they can have someone that is their age (or near their age) give them the support needed to complete the assignment. I think this benefits both students by giving them confidence. One student feels like a teacher and the other has someone who they can rely on to help them finish a lesson. The other strategy I would employ is Task Analysis. This idea would be great for those students who have challenges when they have to follow several steps in an art lesson. I would even add some illustrations to further clarify the process. This would be very beneficial when I teach weaving with yarn. On the first day of weaving, I would list each material needed and detailed step by step instructions on how to get a cardboard loom warped with yarn. In the next class, I would explain how to begin weaving. When the weaving is complete, I would have a Task Analysis on how to take the weaving off of the cardboard loom. I feel that these two strategies would be great additions to my classroom procedures.
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Andrea Kelly Posts: 3
4/4/2019
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A strategy I'd like to implement in my art class would be a graphic organizer in the form a Venn Diagram to compare and contrast two works of art by the same artist of different subject or career period. I think students of different abilities would respond to this type of strategy to learn art history. Another strategy would be a tiered lesson on art criticism. The level of complexity of questions that answer the steps of art criticism can be adjusted depending on different abilities of the students. For the more complex aspects, like analysis and evaluation I'd scaffold and have more prompts and allow more time for the struggling students.
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Danielle Moody Posts: 2
4/11/2019
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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 a student with a disabilities needs.
A strategy that I would like to implement in my classroom would be a graphic organizer. I feel that a Venn Diagram could be very useful to assess students' analysis and understanding of an art period, famous artwork, or careers in art. Students can utilize Story Maps for planning a comic strip inspired by the Pop Art genre and artists or they may use a story map to document their own artistic process as they create a personal artwork. Another strategy I could use more frequently in my classroom is different group practices like Peer Partners. Turn and talk with peer partners can be used to reiterate newly learned vocabulary or skills or for discussion about a famous artwork and which elements the artist utilized.
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Danielle Fitzsimmons Posts: 3
5/1/2019
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I use the smartboard to enlarge items for visually impaired students.
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Claire Natoli Posts: 3
5/10/2019
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Ive used technology with children with disabilities by having them use Ipads to help with the venn diagrams when comparing and contrasting paintings. I also allow the children to create artwork on the computers applications. One particular student has cerebral palsy and has difficulty holding a pen or pencil for a long time so the ipad facilitates this and decreases his frustration. Going forward I would like to use Peer Partners to have children helping children when they are finding a task at hand difficult. I do find that they are more open to other children helping them to being shown by me.
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Andrea Peacock Posts: 3
5/10/2019
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I have used an ipad with one of my students for 2 years. He is non verbal so he communicates and answers questions via his ipad. I also found musical apps for him to use to show his understanding of the rise and fall of pitch. He can also use his ipad with various percussion apps to participate in the music ensemble in a manner that is comfortable for him.
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Linda Nieto Posts: 3
5/11/2019
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As a second grade teacher I am a huge proponent of using Venn diagrams. We introduce Venn diagram early in the school year as a Math lesson and once introduced I use them in many areas of instruction. Venn diagrams offer a simplicity as well as a visual aid for those students who would otherwise struggle to understand and comprehend a new concept. I also absolutely love using Mnemonic tools. The students especially have fun with the "pegword" rhyming and letter tools. As all children learning differently and different tools, I have found these two strategies very useful to many different types of learners over the years.
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Madison Obear Posts: 3
5/14/2019
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I use my projector to make images of artworks larger for visually impaired students. I also like to use short art clips to engage students who have ADD in order to keep them interested in the lesson and provide more knowledge about the topic.
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Palma Gilder Posts: 4
5/15/2019
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In my classroom sometimes I will show my EBD students simple step by step art videos with lessons that keep them engaged. This is a kind of chaining. I can pause the video when necessary. But the best part is that I can keep watch on the students while they are actively engaged. And if I see any problems developing, I can be on it quicker without disrupting the other students.
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Gabriel Loo Posts: 3
5/18/2019
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In my classroom, I incorporate technology as a learning tool for all students. We use drawing and word processing applications such as Microsoft Office, and Corel Draw to allow students to engage in critical thinking beyond traditional art tools. Students find "how to draw..." lessons engaging (Arthub) which allows direct instruction from the computer.
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Lindsay Nichols Posts: 3
6/5/2019
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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.
One strategy that I have used with low functioning students with Autism is to simply utilize the camera feature of an iPad when asking them to identify colors or shapes. For example, if we are doing a lesson on primary colors, I will ask them to find a take a picture of a red thing, a blue thing, and yellow thing around the room. We then scrolled through the pictures and they reviewed the colors with me. I then asked them to chose a picture and draw that object that is in the picture, using the appropriate color.
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Gretchen Hale Posts: 3
6/6/2019
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I have a student who is hearing impaired in my first grade class. This student wears a hearing aid, and when he is in my classroom, I wear a wireless microphone/transmitter that communicates directly with his hearing aid so that he can understand what I am saying. In addition to wearing the transmitter, I use gestures and demonstrations, I make sure to face him while I am speaking so that he can read my lips, and then I check with him to make sure he has understood.
Use of Smartboard is also incorporated into daily lessons to project large images of artwork, show video demonstrations, and to display directions and rubrics for students to reference while working.
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Leslie Bridges Posts: 3
6/11/2019
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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 a student with a disabilities needs.
I have a couple of inclusion art classes that the use of peer partners would be beneficial to both my students with disabilities as well as my typical developing peers. My classes have para professionals to assist, but I have found that my students with disabilities look up to their peers, and enjoy working with them. It would be beneficial to both peers through the various stages of the lesson being taught, from the introduction of the new content continuing through the actual execution of their creating process of their art project. It reinforces the content to both the teaching peer and the student peer, promoting active engagement and repeated practice. This will benefit peers partners both on the knowledge of the subject and social development as well.
Chaining is also an excellent way to introduce new content in my visual art classes. Both forward and backward chaining can be useful to assist both my students with disabilities as well as my typical students. Breaking a task into smaller steps is helpful in visual arts classes especially when introducing a new technique. Backward chaining can be useful to my students with disabilities in learning new techniques, assistance gradually decreased until they can actually perform the technique independently, and forward chaining to move from one step to the next until they reach a successful completion of the 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.
I have used a microphone/ headset device transmitter with several of my students with hearing disabilities, that transmit my voice directly through their hearing device so that even if I am turned away from them they can still hear my voice and here my total instruction is not bits and pieces.
I have also used extra art games on an i pad to assist students who are having a more difficult time understanding content being taught.
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Vanessa Caudill Posts: 3
6/16/2019
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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 a student with a disabilities needs.
I have a student that is dyslexic in my art classroom. I have found that as a result of his writing and reading difficulties, he has become an excellent listener. He also learns well visually. I made a video demo, using Adobe Spark for my class with the steps to complete their project. The advantage of making a video, was that some students only had to watch it once and then began working. Other groups of students had to watch the video twice, including my dyslexic student. After that, he understood the instructions perfectly and I was very happy to see him successfully and independently complete his work. Usually, I have to repeat and check for understanding if I demo without a video, as he only sees me complete the project, skill, or technique once. This mode of learning was also beneficial to other students, too.The following week, before working, some students opted to watch the video demo once again before working. I did not have to teach the lesson 3 different times, so although it took time to make the video, I feel that it served the needs of my students very well. Another advantage of using video is that I summarize the steps to complete the project, the big picture and goal. But then I can begin to chunk to the lesson into smaller parts, telling them to which step I need them to get to before the end of a specific class period.
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Maureen Tucker Posts: 5
6/16/2019
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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.
As the School Counselor, it is essential to foster a sense of self advocacy for all students. As a result, I create small groups for students who are struggling academically or have low State Assessment scores. I call these sessions "data chats". The goal of the activity is to teach students about Middle School Progression, championing for their own education by knowing their status, taking ownership for their own progress and staying on track... check past and current class grades; awareness of FSA Reading and Mathematics Levels (explaining proficiency); respectfully contacting teachers with questions and inquiries. In order to access the aforementioned information, students need to be trained to navigate the District's Portal Website. Students need a password/user ID and a computer (computer lab) or the students' smart phones. The great advantage of "data chats" is that all students reap the benefits of setting academic and behavior goals based on the data gathered. The pace of this activity is very flexible and the information gathered is private.
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