6/5/2019
Topic:
Students with Disabilities
Lindsay Nichols
|
One of my students that will be moving to 6th grade in the fall has Williams Syndrome (her primary exceptionalities are listed as Intellectual Disability and OHI). Along with her severe intellectual disability, her diagnoses causes her muscles to contract involuntarily and she has limited gross and fine motor skills. These contractions often cause her to rip paper and she cannot grip basic art tools. Because of this, I used a range of adaptive materials including foam sheets/shapes (for drawing on and collaging), glue sponges, foam grips, and adaptive scissors. I often use hand-over-hand methods with her and try to adapt my lessons to appeal to her interests (human faces, mostly). Because of her very limited attention span and communication, I work with her one on one and generally her assignment takes around 5 minutes to complete. We use a core board to communicate information about shapes and colors, as well as "first" and "then" tasks. |
6/5/2019
Topic:
Tools And Strategies
Lindsay Nichols
|
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
One strategy that I have used with low functioning students with Autism is to simply utilize the camera feature of an iPad when asking them to identify colors or shapes. For example, if we are doing a lesson on primary colors, I will ask them to find a take a picture of a red thing, a blue thing, and yellow thing around the room. We then scrolled through the pictures and they reviewed the colors with me. I then asked them to chose a picture and draw that object that is in the picture, using the appropriate color. |
6/5/2019
Topic:
Assessment of Learning
Lindsay Nichols
|
For those students on access points, I keep a portfolio of their work and review it with them individually to find elements within those works of art that show that they've met the access point. This way, I can keep it mostly interest based. Especially those students with autism that are drawn to one subject matter, we can look at their artwork together and find an example that uses line, or an example that uses secondary colors. It keeps them engaged with their own artwork. |