3/8/2019
Topic:
Students With Disabilities
Carrie Crosby
|
I have been teaching for 12 years and have taught a wide variety of students. Currently, I do a lot of step by step lessons with my class. Overall I have found that my students with learning disabilities do best when they have examples hanging around the room. In addition, I always try to make the steps available at their desk while I am modeling on the board. |
3/8/2019
Topic:
Tools and Strategies
Carrie Crosby
|
1. Describe how two of the strategies discussed could potentially be implemented in your art classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
Two strategies that would be highly effective in the art room would be peer partners and task analysis/chaining. All students come into the classroom with varying abilities. This can be used to your advantage by having peer partners. They can offer suggestions, remind, and critique the disabled student's artwork. Task analysis or chaining is an excellent way of breaking down the steps into a more manageable, understandable process for learning disabled students. |
3/8/2019
Topic:
Assessment of Learning
Carrie Crosby
|
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.
When I have students students with OT I always provide accommodations in the form of a shortened assignment or extended time. I may cut back the requirements on a project or allow them to complete the project fully but adjust the next project because of time constraint. I'm always open to working with the student to see what works best. |