11/5/2018
Topic:
Students with Disabilities
Scott Whipple
|
I have taught visual arts in elementary for three years and am now in my first year of middle school. I have had multiple students with autism and ADHD. I have found the most effective teaching technique to be highly structured lessons, slightly above their level where I draw on the smart board and the students draw along with me line by line, step by step. This method provides the scaffolds and structure for the students to work with some confidence and the results have been very productive. The art is accurate, beautiful and the students are very proud of their achievements. The other method that is effective is pairing students with learning disabilities with high achieving students. Both students benefit and the energy, mood and behavior in the art room is significantly improved for everyone. |
11/5/2018
Topic:
Students With Disabilities
Scott Whipple
|
As an art teacher with students of varying abilities and many with learning disabilities, the use of MTSS is a necessity on a daily basis in many classes. I differentiate instruction, not by assigning seperate and different assignments, but by allowing each student to express themselves as freely and effectively as possible by giving them the supports that they need. My students are grouped into work tables that accomodate three and I encourage the sudents to help each other to supplement the one on one instruction that I give to the students that require additional help. I also currently have a student with a hearing impairment and I spend time with him to repeat instructions close to his ear. I keep the content tthe same as much as possible but will change up the process for learning to assist those students who need flexible learning styles. |
11/5/2018
Topic:
Students With Disabilities
Scott Whipple
|
I have had students with autism that has required additional scaffolds and supports to successfully complete visual arts lessons. I have used MTSS, Tiers 1 and 2 for those students needing more focused, targeted instruction. This allows for the students to do the same assignment as the rest of the class. Art is a naturally differentiated subject in that students can use their abilities as best as they can to express themselves. Additionally, I have used the principals of universal design, Principles I, II and III to provide multiple means of action, representation and expression. This promotes inclusion in the most diverse class of learners in the visual arts. |
11/7/2018
Topic:
Assessment of Learning
Scott Whipple
|
For the past three years, I had a student with muscular dystrophy. Her progressive disease made it difficult for her to move about the art room, but she had a paraprofessional that assisted her movement about the room and I allowed her to do her work in her wheel chair after she could no longer get in and out of it without much difficulty. I have had to make minor modifications to my expectations due to this students deteriorating motor control. I used a portfolio and review to assess her work to show progress through the year. My focus with her was that she show growth in understanding artistic concepts, instead of focusing on artistic technique. |
11/7/2018
Topic:
Tools and Strategies
Scott Whipple
|
I regularly tier my lessons into smaller chunks of activities which helps both my learning disabled students and non learning disabled students. My lessons in art begin with group discussion and teacher questioning to make sure all students understand what we are doing. I often ask my learning disabled students to repeat instructions. In addition, Organizing my lessons with the same steps and sequences has been very effective in maximize learning and improve behavior. |