4/10/2019
Topic:
Students With Disabilities
Michelle Murphey
|
I have a student that has a hearing impairment. This has affected her in my class by having other students notice her disability and make fun of her. She has missed specific directions and information provided when sitting in the back of the class. In order to make sure she hears and understands class information she now has me wear a microphone device around my neck which will amplify what I say into her hearing device in her ears. She has been moved towards the front of the class and sits next to a peer students she trusts that will make sure she understands the tasks set out for them. She is also provided with as many visual examples as possible and one-on-one directions throughout the project. |
4/10/2019
Topic:
Students With Disabilities
Michelle Murphey
|
I think that is a great way to show him how to respond when it is time to put away instruments. Students gain so much from doing after watching someone show them the how to. Great job giving him his own special place that he knows is just for him, this can make him feel safe and not stressed.
Jessica Gautier wrote:
I have a KG student who has a learning disability- he is Autistic. He is smart, but gets overwhelmed in my classroom. Many times he wants to run around the room and touch my instruments or personal items on my desk. I have created a special spot for him to sit (a magic carpet). He knows now to come straight to the carpet. I also have made a point to model the correct way to handle an instrument and many times I have to have the student practice a few times how to put an instrument away or he picks a friend to help show him. |
4/25/2019
Topic:
Tools and Strategies
Michelle Murphey
|
There are several strategies that I can use in my art room to assist my students with disabilities. One strategy that I already use is self-evaluation and assessment. For the past 3 years I have continued to assess how I can have my students examine their knowledge of the material taught in class and how they can evaluate themselves and others. The process that I have come up with is to have students complete a first peer assessment where they trade projects, examine each others work, then provide a positive comment on what they feel the student did well and then 3 things they feel the student could improve on for either the current project or in future projects. I then have the students discuss what they wrote and explain their thinking process to each other. After more time is provided for students to go back and make improvements on their work they then assess themselves by recording what specific changes they made to their project and why along with giving themselves a score for the project in the different areas being assessed. The artist will meet one more time with their original partner to have them assess their work again to see improvements and to provide them with a score on what was being assessed. After this point I grade the projects and provide feedback. I feel this method works well since the students are receiving feedback and assessment from not only a peer but from themselves and the teacher along with specific comments on what they have produced.
Another strategy I would like to try and use in my class is the mnemonic instruction letter strategy. I have used this method myself through school and found it to be extremely helpful especially with topics that have many parts to remember. To have students remember the supplies they need to set up for painting activities they can remember P BREWS PC; this stands for the following materials: paint, brushes, rag, easel, water, scrap paper, palette, canvas. Having students implement the letter strategy can help to take away the fear of not remembering large chunks of information, it can assist students with learning disabilities that have trouble remembering information. Since students already have knowledge of specific words it becomes easier to remember the word then break it down into different new meanings. |
4/25/2019
Topic:
Tools and Strategies
Michelle Murphey
|
There are several strategies that I can use in my art room to assist my students with disabilities. One strategy that I already use is self-evaluation and assessment. For the past 3 years I have continued to assess how I can have my students examine their knowledge of the material taught in class and how they can evaluate themselves and others. The process that I have come up with is to have students complete a first peer assessment where they trade projects, examine each others work, then provide a positive comment on what they feel the student did well and then 3 things they feel the student could improve on for either the current project or in future projects. I then have the students discuss what they wrote and explain their thinking process to each other. After more time is provided for students to go back and make improvements on their work they then assess themselves by recording what specific changes they made to their project and why along with giving themselves a score for the project in the different areas being assessed. The artist will meet one more time with their original partner to have them assess their work again to see improvements and to provide them with a score on what was being assessed. After this point I grade the projects and provide feedback. I feel this method works well since the students are receiving feedback and assessment from not only a peer but from themselves and the teacher along with specific comments on what they have produced.
Another strategy I would like to try and use in my class is the mnemonic instruction letter strategy. I have used this method myself through school and found it to be extremely helpful especially with topics that have many parts to remember. To have students remember the supplies they need to set up for painting activities they can remember P BREWS PC; this stands for the following materials: paint, brushes, rag, easel, water, scrap paper, palette, canvas. Having students implement the letter strategy can help to take away the fear of not remembering large chunks of information, it can assist students with learning disabilities that have trouble remembering information. Since students already have knowledge of specific words it becomes easier to remember the word then break it down into different new meanings. |
5/10/2019
Topic:
Assessment of Learning
Michelle Murphey
|
In my middle school fine arts class I have a student with an auditory disability. Two of the alternate assessment accommodations that would help this student would be advanced organizers along with guided note taking. The student would be placed in a small group so that she could converse with students after the lecture and have active involvement with the information. I would provide the student with a copy of the lecture slides to follow along during the presentation along with wearing her amplification listening system that she brings to class. Throughout the lesson I would stop and have the small groups fill in an advanced organizer together then have the groups share their responses with the class on the front board where a larger advanced organizer would be drawn. Through the interaction within the small group to student will be able to clarify the information provided, she will enhance her understanding of the material through the use of the advanced organizer which she will keep and use as a quick reference, and by using guided note taking she will be able to remember the main concepts of the lesson without having to hear every word spoken. |