9/9/2019
Topic:
Students with Disabilities
shana hewett
|
I have a student who is visually impaired. I sit her next to the projection board to give her the largest possible view of the project directions. She is a very timid child, and I am not sure if this stems from her disability, home life, demeanor, or a combination. Because of how shy she is, I check on her more frequently and always provide her with extra encouragement. I also always let her keep the finished-product example at her table for an up-close reference. |
9/10/2019
Topic:
Tools And Strategies
shana hewett
|
One of the strategies I would like to incorporate into my ASD unit is Learning Centers. I think it would be a good step towards bringing more routine into this class. I could have one center that focused on cutting for a project that focused on different difficulty levels of cutting for the different levels of abilities (straight lines, curvy lines, etc.) I could have a station of mold-able sculpture items (play-dough, sculpting foam, kinetic sand) and possibly a coloring or painting station, depending on the project. I also like the Task Cards. I could use these in my regular classes to address different abilities and possibly even incorporate Peer Partners while doing the Task Cards. I am getting ready to do a unit on Egypt across the grade levels and Task Cards would be perfect to use for exploring information about Egypt. |
9/12/2019
Topic:
Assessment of Learning
shana hewett
|
In my elementary art classes, we make a sketch book at the beginning of each year, and this is what I use as a n assessment tool. Students are able to respond to questions and show examples of concepts they have learned through an artwork activity. For students I have identified as needing additional help, I create a resource sheet to paste into their sketchbook that I believe would help them along in the task (if applicable). |