1/21/2019
Topic:
Students With Disabilities
Sarah Luesch
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I have an art student with ADHD. He has a hard time focusing long enough on note taking day to copy down all of the material, so I do print out the slides for him to go back to on a makeup day to complete before I do the notebook check. His hand is usually up before I've even completed giving instructions for the day, and I give him the "wait a minute" gesture. Then I check in with him individually to make sure he understands all of the directions and is able to repeat them back to me. I also make sure to check in with him several times during each class period to cue him to stay on task and to be there if he has any further questions (there are usually many; he's very bright and inquisitive). He gets easily frustrated with his lack of artistic ability, so I have to give him daily reassurance that his efforts are not being wasted and he should just enjoy the creative process. His disability, unchecked, would severely affect his learning in my class, but with a few of these steps on my part, he is able to stay on track and succeed. He seems to be enjoying the class now and is learning to become more patient with himself, so next I'll have to work with him on his need for perfectionism! |
2/2/2019
Topic:
Tools and Strategies
Sarah Luesch
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One way I've used technology as an art teacher that has met the needs of a student with a disability in my classroom is with Kahoot! on the Smart Board. One of my students has language impairments and was having a hard time when we would do a review of vocabulary/artists/art movements when I call out a term and ask for the definition. It simply moved too fast for him and he felt under pressure to respond in a timely manner. I tried using the review in a Kahoot! game with the terms and visuals at the same time and allowed the students to work in small teams. I could also set the response time so it would allow the students to discuss and help each other arrive at the answer. This helped the one student in getting the review in verbally, visually, and with the time he needed to remember, process and respond to the information. |
2/16/2019
Topic:
Assessment of Learning
Sarah Luesch
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I have had two students in my 2D art class whose disability caused them to work very slowly on our projects (summative assessment). In order for them to complete the projects in the time frame allotted for in-class work, I would adapt the assessment by changing the dimensions. They would work on a smaller surface area; for example, if others were working with 12" x 18" paper, they would work with 6" x 9" paper so that they would be able to complete the project on time and feel successful in being able to complete it with the same goals, objectives, and requirements. If they still needed more time to complete the assessment, I would allow them extended time on a "make-up day". |