10/20/2019
Topic:
Students with Disabilities
Stacie Little
|
My most challenging student is a student with visual impairments. I'm very fortunate that he has a positive attitude and is willing to try anything! Some of the strategies I've used that were successful, was using glue with paint in it, to draw his lines and then using texture stickers to create a pattern. The only problem about using the glue, is it's wet and can't be felt until later. When we did a spilling name design, students created block letters, as if spilling and then filled in the negative spaces with patterns. For this student, I used letters that were cut on the Ellison machine. His assistant, used the wax sticks to outline the negative spaces for him to stamp patterns inside of. We are currently working on a 3-d sculpture of rocks, so this is much more tactile. I like his drafting board, but don't really know how to incorporate that into a painting lesson, as it's on wax paper. Last year, I gave him a slab of clay, the same size as the paper we were using and he drew into that. It turned out great, but I realized I couldn't do that with every project. Wishing there were more adaptive materials for him to work with, other than what I come up with on my own. |
10/23/2019
Topic:
Tools And Strategies
Stacie Little
|
1. Task cards would be helpful when working on digital art. There are so many steps involved, not only with creating the artwork, but learning how to save it and upload it to artsonia. Chaining is a technique I use regularly, when assisting students with their cutting skills. Exit cards are also a way of self-evaluation and reflecting. I'm using those for my students when they're writing their artist statements on artsonia. They can look at the exit cards for a frame of reference, to help with reflecting on their artwork. 2. I've used the smartboard for comparing and contrasting concepts in a bit more exciting manner than just using a venn diagram, but same concept. I've also had students with computer assistive communication so they could verbalize their needs and choices. |
10/23/2019
Topic:
Assessment of Learning
Stacie Little
|
For my ELL students and my visually impaired students, I provide translated written or oral instructions, including braille. Upon completion of the project, students are asked to write an exit slip or a reflection. For my students that are having difficulties sitting still, I have one, whose father died last year, I encourage him, by asking him and helping him out with the written response. |