6/19/2019
Topic:
Students with Disabilities
Kim Daniel
|
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 had a student that was in second grade. She was diagnosed with ADHD. During my class hands-on demonstrations I was able to give her visual and verbal cues to keep her on task and interested. Strategies that I implemented were to have a peer mentor near by to help with questions of the studio process of that particular lesson. I made sure to have written directions on the dry erase board. On the table were resources of directions / explanations of the visual art lesson. The pacing of her lesson would need redirection as I would share how much time we had left in class. With structure of the art classroom chaos she was able to be very successful in her art project completions and finished lessons. Several of her pieces were chosen for school galleries on campus and in our community art shows. We also were able to utilize our social media to display her current work online. |
6/19/2019
Topic:
Students with Disabilities
Kim Daniel
|
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 had a student from 3rd through 5th grade. He was legally blind. I used these Vision Adaptations: Students with low vision – Contrast – Color (e.g., black text on yellow background), Brighter colors (fluorescent colors work well for some). – Light box (or Light Bright with Lexan) – Enlarged text or graphics • Copier • Magnifiers • CCTV • Computerized (backlight helps) with or without magnifier (located in control panel) He was successful and comfortable with these adaptations in the art room. He loved the Light Box! |
6/19/2019
Topic:
Students with Disabilities
Kim Daniel
|
Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
Having taught a child diagnosed with autism, I realized that overhead lights can cause excess glare and children on the autism spectrum are sometimes sensitive to fluorescent lights as well. Cozy Shades. They are quick and easy to apply to light panels and may help to diffuse harshness and glare. (P.S. Changing paper choices from glossy white to matte and neutral colors may help too!) What is a Cozy Shade? Cozy Shades filter out annoying hues in classrooms or cafeterias, softening the light for a cozier space. Designed for standard fluorescent fixtures used in schools. Includes set of 4 flame-retardant 54 x 24 inch (137.2 x 61cm) panels. Six magnets allow for single or double swags on each fixture. Search Cozy Shades for more colors. Also, for the use of clay in my classroom with the Autistic child I use adaptive tools instead of hands. Creating parts and directing others to put together with a peer buddy. |