1/16/2020
Topic:
Students With Disabilities
Jessica Phillips
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I had a student who was on the Autism Spectrum, and was very talented in art. My classroom was a good outlet for him compared to the rest of his school day. His seat was close to my desk so that I could be available when he needed assistance. He was able to work at his own pace and had a variety of choices for materials. I also gave him print outs of my presentations and went over them with him. Overall he did very well in class and when I attended IEP meetings it helped the mood and to show his strengths. |
1/16/2020
Topic:
Tools and Strategies
Jessica Phillips
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Guided notes: I use these often with my students when I teach new techniques or art history. I accommodated some of my students with learning disabilities related to reading and writing (SLD) by having the notes simplified and printed for them allowing them fill in the blank or circle the correct answer. On of the tools I would like the implement is the task cards, I think this is a great activity for most students in general as a way of differentiating the instruction and keeping them all actively engaged in the learning process. |
1/16/2020
Topic:
Assessment of Learning
Jessica Phillips
|
At the end of a project typically we have a class critique. Each student goes to the front of the classroom and explains their project to the class, how they approached the project, things they think were successful and areas they needed improvements. With my special needs students typically I would have and individual critique with them. It would be more of a conversation with them. Since during the process of the project I work closely with them, at this point they are comfortable sharing their project with me. This for focused discussion truly gives them more confidence as I am able to talk them through the evaluation process and include art vocabulary to solidify their learning. |