6/9/2019
Topic:
Students with Disabilities
Leslie Bridges
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Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student.
I have the opportunity to teach k-5 art with both self- contained classes and inclusion classes with the help of para professionals. Several of my students have ASD, all very unique in their own learning styles, but with each unique style I have found that giving detailed directions in small chunks with sequential step by step visuals benefits each of my ASD students. Some need the small chunks and visuals in sequential steps to understand the process that they need to emulate to successfully create the end result of the project, while some just see the final visual of the end result and take their own direction and avenue to get the end result of the art project. Many of my ASD students are very independent and adamant about completing their art project on their own without the help from others, while others are comfortable with assistance. In my inclusion class, I have had an ASD student for 3 years now who is very independent in completing his own artwork, but this past year I put him at a table with some of the more advanced regular ed students and have observed amazing advances in his artistic talent as well as social development. |
6/11/2019
Topic:
Tools And Strategies
Leslie Bridges
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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.
I have a couple of inclusion art classes that the use of peer partners would be beneficial to both my students with disabilities as well as my typical developing peers. My classes have para professionals to assist, but I have found that my students with disabilities look up to their peers, and enjoy working with them. It would be beneficial to both peers through the various stages of the lesson being taught, from the introduction of the new content continuing through the actual execution of their creating process of their art project. It reinforces the content to both the teaching peer and the student peer, promoting active engagement and repeated practice. This will benefit peers partners both on the knowledge of the subject and social development as well.
Chaining is also an excellent way to introduce new content in my visual art classes. Both forward and backward chaining can be useful to assist both my students with disabilities as well as my typical students. Breaking a task into smaller steps is helpful in visual arts classes especially when introducing a new technique. Backward chaining can be useful to my students with disabilities in learning new techniques, assistance gradually decreased until they can actually perform the technique independently, and forward chaining to move from one step to the next until they reach a successful completion of the technique.
- 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 describe the specific technology and how it assisted the student with a disability.
I have used a microphone/ headset device transmitter with several of my students with hearing disabilities, that transmit my voice directly through their hearing device so that even if I am turned away from them they can still hear my voice and here my total instruction is not bits and pieces.
I have also used extra art games on an i pad to assist students who are having a more difficult time understanding content being taught. |
6/11/2019
Topic:
Students with Disabilities
Leslie Bridges
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
In a couple of my self contained art classes where the majority of the students had ID and SI impairments where they could not communicate their understanding of the content being taught, but could point out their understanding. I would use visual cue cards that they would choose from for me to assess their understanding. For example, if they were learning geometric shapes, I would hold up a picture of a triangle and a square and ask them which one is the square. If they did not get it correct I could take away the triangle and ask again... show me the square. This helped me assess which students were understanding the content being taught and which students needed more help with understanding.
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