6/19/2019
Topic:
Students with Disabilities
Cathy Hicks
|
My student has a speed processing disability and often times will not fully grasp the instructions for a project and feels lost. This has gone on for so long that he would pretend to understand and move on to the task and get so confused. Now, I use visuals on the board and make sure to have examples for him to follow on the table and allow him to ask a neighbor if he gets lost. With this set of implementations, he has been able to navigate more efficiently and effectively through projects with out much difficulty. He has also grown in his confidence as an art student. |
6/19/2019
Topic:
Students with Disabilities
Cathy Hicks
|
I had a student that was visually impaired in my art room. She had multiple eye surgeries before entering the classroom. She could not see anything far away or on the table. She would bring in an electronic device that was like a giant magnifying device and place it over things so she could see them. I would make sure to print out everything she needed to see to complete an assignment. She was very happy to do this and be able to participate in art projects effectively and efficiently. Because of her success, her independence and confidence grew in her work and others did not see her as different. |
6/19/2019
Topic:
Students with Disabilities
Cathy Hicks
|
I recently had a student with a hearing impairment. Before she was outfitted with her hearing devices and hearing apparatus I spent a long time discussing with other teachers on how to best instruct this student in the art room. I chose to wear an auditory amplification device that also worked with her new hearing apparatus. I also implemented a noise reducing activity that the other children adhered to in order to reduce the noise level in the classroom. There were other implementations I used, for instance, I gave her preferential seating and placed quiet children around her at the table as she could work more efficiently and effectively under those circumstances, |