4/11/2019
Topic:
Students with Disabilities
Danielle Moody
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Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I have an E/BD student in 2nd grade that is unable to build satisfactory interpersonal relationships with his peers and has extreme mood swings ranging from unhappiness/defeat to guilt/fear to excitement/happiness. He experiences each of these moods (at least once each) throughout our 50 minute art lesson and the hardest struggle is having the other students understand his internal struggles. He is very sweet and hardworking, but when he experiences defeat/fear/guilt he will lash out on other students and "fight or flight" takes control of his mind. I spend most of the "short breaks" we take throughout our creative process to check on him. I evaluate his current mood/emotion and attempt to predict what may become an issue in the upcoming steps of the art project. This student has preferential seating options and is allowed to make the decision to remove himself to work independently if necessary for focus or emotional reasons. At times, on his good days, he is one of the best students in the class: working hard, cooperating with others, staying positive and "turning mistakes into masterpieces." The most important thing for him is to stay positive and not letting difficult tasks discourage or upset him. |
4/11/2019
Topic:
Tools And Strategies
Danielle Moody
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Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
A strategy that I would like to implement in my classroom would be a graphic organizer. I feel that a Venn Diagram could be very useful to assess students' analysis and understanding of an art period, famous artwork, or careers in art. Students can utilize Story Maps for planning a comic strip inspired by the Pop Art genre and artists or they may use a story map to document their own artistic process as they create a personal artwork. Another strategy I could use more frequently in my classroom is different group practices like Peer Partners. Turn and talk with peer partners can be used to reiterate newly learned vocabulary or skills or for discussion about a famous artwork and which elements the artist utilized. |