3/12/2019
Topic:
Assessment of Learning
Mai Keisling
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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.
I have a Hearing Impairments student who has a hearing aid, but at times he misheard things or that the sounds got a little bit of interference which caused him to misunderstand what I said. In sculpture class, I have students draw up sketches, discuss them with me, and then they start after watching and participating in the demonstration. After the first demonstration, this student started working on his project as other students did. However, as I came around to student's table to monitor the progress, I realized that he did not understand and missed quite a few simple steps. I assigned my teacher's assistant (TA) to him periodically to check on him as time went on. With easier technique dealing with template and slab construction, he did OK. As we moved on to more difficult project combining techniques, he had difficulty understanding with what I said even though he was near me but on the right side of me. Even with the TA and assigned classmates, he did not understand the steps. Finally, I realized that he did not hear me well at all. So, I moved him to the seat directly in front me. As I illustrate to the class each time, I made eye contact with him frequently and checked for his understanding of the processes before I would move on. If he is behind in work, he is allowed to have extra time to complete. I sometimes come over to his area to do a quick demo for him to show him what I said to the class earlier. |
3/12/2019
Topic:
Tools and Strategies
Mai Keisling
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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:
I have a number of students with emotional and behavioral disabilities in my classes. Because the classes are mainly sculpture-based types, students are very much hands-on everyday. However, to help them even more successful, the directions are Repetitive but illustrated in different means. I often group them with other students as in Peer Partners at the same table. These students serve as additional Modeling besides just me during the lecture, demonstrations, or verbal illustration of particular skills. In a way, it is grouping them in small divisions of peers to help Scaffold what they might not have received enough information before I can get to them as I make rounds around to all tables. I also find that frequent informal assessment one-on-one with them and all others allows for them a chance to resolve misunderstanding and/or finding solutions along the way instead of at the end of the project when it is already too late which may even cause them serious anxiety and frustration. |
3/12/2019
Topic:
Students With Disabilities
Mai Keisling
|
I have a student with OHI (Other Health impairment), a debilitating disease. She is so weak as she goes through chemo. She is only able to come to school once a week. She cannot stay physically up during the day. The condition seriously affects her learning in all of her classes. We have to provide both Accommodations and Modifications for everything when she is in school. This allows her to reduce her anxiousness and focus more on her treatments and well-being. Our assessments of her performance totally change because she needs our help to put emphasis on her health. |