12/30/2018
Topic:
Students with Disabilities
erica bordonaro
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Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. I have a third grader who comes with a one on one. I am not sure of his official disability at this time but he functions at a kindergarten level. He is a very happy student, always smiling and very friendly. He enjoys coming to art class. He cannot last the full 35 minutes of art class on the project but the aide with him does her very best to follow the directions I give and work with him to complete most of the work. We just completed a cave art piece where he was able to do many of the tactile steps like crushing and wetting the paper, tearing the shape and painting on the colors using watercolors. When it was time to draw cave animals, which the other students could do drawing freehand, I asked him to choose which animal he wanted to make and I quickly made a negative paper stencil of the animal (stencil where the inside is removed) so he could choose his favorite oil pastel colors and fill in the stencil shape. He was very happy with the results and proud he could make what his classmates were making. I am always thinking of ways for ALL my students to get the most out of my classes. I truly believe that art is very empowering and seeing these and all students succeed through art makes my job as an art teacher so rewarding. |
12/30/2018
Topic:
Tools And Strategies
erica bordonaro
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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. One strategy I use is a multisensory approach which I incorporate most often when teaching how to draw figures with my first and second graders. As we draw the figure from head to toe we are up moving, bending, stretching, balancing and posing. We feel our head to describe its form, bend our arm or knee to show where movement takes place, and place our arms to our sides or even up over our head showing measurement so they can see and touch where things begin and end (ie: true arm length) They love getting up and moving and posing for each other to draw (figure in action). Another strategy I use is chaining. I am always breaking down lessons into smaller bites so that they are easier to grasp and once some students get the concept I encourage them to pair up with others and reteach. This is very helpful since all my classes are inclusive. Because of smaller class sizes which makes for more classes and less time on the schedule, some classes are split and added in to others. Every class I teach has students with varying disabilities (ELL, SLD, PMH, EBD, ASD just to name a few) and so breaking the lesson into smaller "bites" and even tiering the lesson by varying the process within the lesson for specific students has been very helpful for their success. |
1/1/2019
Topic:
Assessment of Learning
erica bordonaro
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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.. In my art class I have a first grade student with speech and language impairments who comes with an aide. One option that could benefit this student when assessing his learning is using a checklist that I can read aloud to the class (where others can follow along and check off that they accomplished the task) I would have him touch his artwork to show me that he did each of the things on the list. An example of this is when we are working on figure drawing and my students have to make sure they have all the parts of the figure before they are allowed to add the details (ie:face, clothes, hair, skin color, etc). Another option when assessing is using exit tickets where students will answer a question that pertained to the project or technique we just worked on. I have many ESL students in some ot my second and third grade classes that have limited spanish and english communication skills and will work with them one on one sometimes speaking in their language (as best as I can or have a student assist) and let them answer either in spanish to another student who will translate or just point out their responses to me. By working with them in this way, they definitely feel like they are a part of the class and are happy to try and participate. |