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Administrator Administrator Posts: 18
4/11/2016
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(Choose one)
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.
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.
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Emily Kline Posts: 3
1/5/2018
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I found that using the document camera and my laptop to be very helpful for the wide variety of students with disabilities that I see. Visually impaired students can see items, art, words, etc at a larger scale. When instructing students, I use my laptop to show images of examples. So many students with disabilities seem to rush through their art work, I feel that taking the extra time to show different uses of colors and many examples of neatly created artwork helps to inspire them to try to focus a little bit more. Since I have 45 minute classes, I feel that talking a lot about the art work beforehand allows them to make the art with more ease, so their attention (and some have very little or none at all) isn't just focused on one thing for the entire span of time. I also occasionally play music and sometimes we will create art with the lights out (dimly lit room). Both of these, whereas not really considered technology probably, do help the students to stay calm and hopefully get their creative juices flowing, allowing for overall better retention.
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Corrie McCoy Posts: 3
1/11/2018
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I have had a non verbal student in my art class for the past 2 years. This year we have been communicating with a word tablet. It allows him to type the words he wants to say and the tablet speaks for him. I show him picture options from a computer or the actual item and he is able to respond with his tablet. Example- choosing a color he wants to work with or a project option. I have noticed this year he is thriving in class. He participates and gets to share his own ideas with myself and his para. This allows him to create something he loves.
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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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Julie Stimson Posts: 3
2/27/2021
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Two strategies that I haven't used that I would LOVE to implement are: task cards/cubing and guided notes. As a matter of fact, I would like to use this for the general education classes as well. I could see myself using both task cards and cubing to help students navigate an assignment or project more independently. Some of my students do not retain steps from the presentation very well. A task card or cube would help students remember the important steps in the art process. I could certainly use these methods for differentiation between students or groups and offer centers, potentially. I could foresee these strategies being excellent for my students on the spectrum, who desire more flexibility in choice during their projects.
Another strategy that I would like to use and that would serve as a form of assessment would be the guided notes. The guided notes could be differentiated between grade levels and students by altering the amount of pre-filled notes on the page. For younger kids or students with developmental and language hurdles, I could implement pictures into the notes. The notes would be an excellent way to keep students engaged in the lesson delivery and keep track of newly attained knowledge.
A technology that I have used with success in my classroom is the smartboard. It offers an excellent visual representation of whatever material we are researching. I can show pictures or examples from the internet, play video, demonstrate use of a material via the elmo camera, or have students use the touch screen capability to interact with the material. It is awesome and I am so thankful for it! It has replaced my old projector set-up. It is a great tool for all of my special needs students as I find they are more immersed in the material when they see it in vivid color and clarity on the smart board. They look forward to coming up and using their finger to draw something on the screen. I also love writing impromptu directions, step by step, using the notepad feature.
edited by Julie Stimson on 2/27/2021
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