1/12/2020
Topic:
Students With Disabilities
dorothy cory
|
I had an ELL VI impaired second grader in art class. We were learning about organic and geometric shapes. The student's were learning shapes,proportion and size by creating a scene with a tree and a house and relating the change in seasons with how to draw the shape of a tree and house. My student was blind since birth and could not see how big a tree is, it's size or what shape it would be. I used Mnemonic strategies of instruction by drawing a large tree with glue by applying the glue the night before onto construction paper. When the glue dried it left a raised line to follow with the students fingers and hand, she was able to paint between the lines, we also took a nature walk and collected a collage of leaves, bark and acorns for tactile learning and she glued them onto her story art. The student used a stencil for the house and created her own story by making Braille task cards and cue cards and mounted the cards in Braille onto the mat of the artwork. The Elements of Art were also drawn with glue onto a student made Braille cue card. |
1/12/2020
Topic:
Students With Disabilities
dorothy cory
|
Administrator wrote:
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. Share your response in the threaded discussion.
I have a InD sith grade student who has trouble writing and reading from the board. I made copies of the board work and the student highlights the main vocabulary from the board work. I made Que cards of that are also available of the vocabulary and the seven Elements of Art so he is able to know which Element of Art we are studying. |
1/12/2020
Topic:
Students With Disabilities
dorothy cory
|
Jessica Gautier wrote:
I have a KG student who has a learning disability- he is Autistic. He is smart, but gets overwhelmed in my classroom. Many times he wants to run around the room and touch my instruments or personal items on my desk. I have created a special spot for him to sit (a magic carpet). He knows now to come straight to the carpet. I also have made a point to model the correct way to handle an instrument and many times I have to have the student practice a few times how to put an instrument away or he picks a friend to help show him. "Music is instrumental" |