1/24/2019
Topic:
Tools and Strategies
Lonnie B Beadles
|
As a district administrator, I would vow to make sure that every fine arts classroom is equipped to handle students with any disability. Accomodations would be made in order to allow these students to be able to meet the same requirements as students without disabilities. IDEA and No Child Left Behind are the cornerstones to this effort. We have found that fine arts teachers are not often equipped with IEPs to allow for a least restrictive environment. |
1/30/2019
Topic:
Tools and Strategies
Lonnie B Beadles
|
As an administrator, we tend to view explicit instruction as systematic, direct and success oriented. Research shows this to be good for both general and special education students. Explicit instruction is irreplaceable for struggling students who could not otherwise unlock the material. One example I could give is when a student a strategy for taking notes on some text, but that strategy may be laborious and the notes they take may be incomprehensible. This particular student could benefit from explicit instruction on a better or effective alternate way. |
2/1/2019
Topic:
Assessment of Learning
Lonnie B Beadles
|
As an administrator, part of the responsibility for preparing teachers to work with students with physical disabilities falls on art educator programs. Our district does not have the means of providing these valuable forums for teachers. Then the responsibility falls heavily on our ESE department to work with these teachers to come up with workable common sense strategies to adapt not only instruction, but the assessment piece as well. Unfortunately, many students with disabilities have their art projects, etc. completed with heavy assistance from paraprofessionals or peers instead of receiving appropriate adaptations that allow them to participate to the maximum extent possible. After all, art is about personal self-expression. Participation is this process is much more important than the final product. In addition, multiple accommodations may be necessary to ensure that grade-level art education standards are covered despite physical/mental barriers. Some examples could consist of independent completions of projects or partial physical assistance. This could consist of hand-guided assistance or pre-cutting of shapes, etc. to assist in the completion of the project. |