2/3/2019
Topic:
Students With Disabilities
Lara Klopp
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I had a student once with a physical disability, which causes his hands to be tremendously shaky, and made it difficult for him to hold a pencil or paintbrush tightly. I worked with him to find ways in which he could create wonderful and interesting art which had a unique and beautiful feel due to his unique linework. Mostly I worked to show him that use of line and markmaking in art has a lot of variety and that sometimes the most interesting art is the most individualized. So I guess my approach was to help him have confidence in his personal touch. (Of course, on a tool level, I found brushes with large handles that he could grasp, and showed him how to draw with arm motions rather than just wrist motions; but I think that teaching him to appreciate his own style of markmaking was my greatest success with him). |
2/3/2019
Topic:
Tools And Strategies
Lara Klopp
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- Option 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.
I once had a student who was incredibly physically disabled - he was in a wheelchair and had minimal use of one arm/his hand; but he could communicate verbally and was extremely intelligent. While my students were completing an architecture unit, designing and creating building models, Cody set to learn and use various software for designing a building. Only using his computer and several types of software, he created an entire blueprint for a building, including furnishings, and designed the exterior landscaping as well. While he was not able to physically build his building, as the other students were, he took the design to a far greater depth and level of detail than the other students did. His designs alone were highlighted at our annual art show, they were so beautifully done. |
2/3/2019
Topic:
Assessment of Learning
Lara Klopp
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1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the art classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
Adapted assessments are so universal in the art classroom that I can't imagine not having them for every student. To me, evaluations in art are largely due to an individual's starting point, and the distance they travel due to their hard work. Thus the end point is inevitably going to be different for each student, with those having more advanced starting points and greater ability to pick up new concepts quickly being held to a higher standard than those with less advances starting points and slower pace of learning. My rubrics take this into account, measuring the risktaking of a particular student based on his/her own ability, and measuring their technical skill, again based on their level of ability. It's mandatory that I do a number of pre-assessments so that I genuinely know, at the start, where each student is skill-wise, so that I have a deep understanding of their progress. |