4/26/2019
Topic:
Students with Disabilities
Vanessa Caudill
|
One of my 4th grade students with ADHD has trouble beginning, focusing, and completing his assignments. As per his homeroom teacher's recommendation, I have begun to chunk his instructions into smaller tasks. I will write his steps on post-its, one step per page. Then when he is done with one step he can throw the top post-it away and focus on the next step. If I don't have time to make the post-its, I will give him verbal instructions one on one after I have demoed for the whole class. For example, when working on portraits, I might tell him, today you are going to focus on drawing the eyes and all the details around the eyes. When he finished this, I might tell him, okay now you are ready to move onto drawing the nose. This has really helped him focus on his work without getting overwhelmed by all the steps or everything happening around him. |
6/16/2019
Topic:
Tools And Strategies
Vanessa Caudill
|
- 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.
I have a student that is dyslexic in my art classroom. I have found that as a result of his writing and reading difficulties, he has become an excellent listener. He also learns well visually. I made a video demo, using Adobe Spark for my class with the steps to complete their project. The advantage of making a video, was that some students only had to watch it once and then began working. Other groups of students had to watch the video twice, including my dyslexic student. After that, he understood the instructions perfectly and I was very happy to see him successfully and independently complete his work. Usually, I have to repeat and check for understanding if I demo without a video, as he only sees me complete the project, skill, or technique once. This mode of learning was also beneficial to other students, too.The following week, before working, some students opted to watch the video demo once again before working. I did not have to teach the lesson 3 different times, so although it took time to make the video, I feel that it served the needs of my students very well. Another advantage of using video is that I summarize the steps to complete the project, the big picture and goal. But then I can begin to chunk to the lesson into smaller parts, telling them to which step I need them to get to before the end of a specific class period. |
6/16/2019
Topic:
Assessment of Learning
Vanessa Caudill
|
Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
My students are graded for their art process and art product. To assist a student with ADHD throughout his project, I provided him with larger markers. We were working on coloring and color theory using good craftsmanship, which required slow strokes. This student tends to lose focus frequently, so he can follow behind easily compared. Changing his materials helped keep him on task and also kept him from getting frustrated. For another student with a SLD, I provided a form of differentiated summative assessment. Students needed to write a reflection about their artwork. Other students were given a rubric with topics and questions they must discuss in their learning reflection. This student was still required to complete a written reflection, but I differentiated the format. It was a fill in the blank paragraph to help him with writing, as his writing level is 2 years below his peers. He felt much more successful when he was able to complete his paragraph in the given class time. He was still able to demonstrate important art concepts and write about it, but at his level. |