3/23/2019
Topic:
Students With Disabilities
cynthia novak
|
I have a student with autism who attends my adv. art . It is a very calm, creative setting and my students have visited his table, but he is not communicative. In fact he has taken most of the year to respond in the smallest ways to me. His art is ALL about sharks. I sit with him drawing and would respond to his sharks, but what worked was bringing him shark pictures. One day I showed him a collaged shark on my phone (it was the subject of a field trip for my adv students), which he definitely liked. I created a sketchbook for him to keep all of his sharks in, which are numerous and most impressive in a binding. Meanwhile I have offered him multiple media opportunities for experimenting. He is amazing with color ..very intense, boldly, expressively creating the shape. I showed him mixing paints, scratching through craypas, and drawing. One day I showed him the demo worksheet for drawing animals with my students, and he began to draw other animals. Very exciting! Now he will give me a nod or a little smile and a few sentences about his critters. I have found for this student, besides working on developing a relationship with him by talking, drawing or sharing, offering a variety of medium and examples have helped expand his drawing skills. |
3/30/2019
Topic:
Tools and Strategies
cynthia novak
|
I have used Peer partnering many times with different students with disabilities because students can share their particular gifts while helping each other and i takes away the pressure of the teacher. I had one ADHD student who had great difficulty with authority. He had in addition difficultly with his gross motor control, so he was embarrassed to make any marks. He also had a great sense of humor, so used that in class to avoid working with his hands. I let him find his partner and this person patiently guided him, showed him how to do different steps, was totally nonjudgmental and was successful in getting him to try. They shared ideas and he helped his partner weave some humor in her work. Anther student had was totally paralyzed with no ability to talk. When i went into do projects we would hold up colors and this person would communicate with their eyes--looking a their choice and guide placement. Finally I implement chaining and ask analysis to break down processes into small parts making what would be a difficult to grasp project into easy segments. |
3/31/2019
Topic:
Assessment of Learning
cynthia novak
|
I have several students with autism and I have incorporated sketchbooks that they work in to s how their progress over the semester Each one has a particular schema they rarely deviate from, but we try different approaches-examples: shapes one time, intensity of color, color combinations and scale. These are a perfect form of formative assessment because they not only create a long term record of drawing, but also are easy to incorporate discussion on how they makes choices and what they like best, etc |