1/20/2020
Topic:
Students With Disabilities
Ingrid Givler
|
I have an autistic student who does not communicate very well. His speech is limited and when he does talk to me it is hard to understand what he is saying. His motor skills are also awkward. At first I observed him to see how he was following my art lesson and he was just sitting there quietly but not doing anything. I went over to him and picked up the paintbrush and showed him how to dip it into the water, then to the paint and paint a line on his paper. Then I told him "You do it!" and he did. It was awesome to watch his excitement and he was very careful about washing the brush. Since then I either demonstrate with simple steps or have a peer buddy work with him. Last week I was demonstrating how to draw something on the doc cam and had left it up and he carefully drew on his paper the drawing without needing any prompting from me. He has come a long way from just drawing lines across his paper. I think having structure, using visuals and simplifying tasks with repetition has helped make him successful. |
1/27/2020
Topic:
Assessment of Learning
Ingrid Givler
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
One example of an assessment I use often is a self-reflection. This is a rubric which has a table for the student to score themselves on various criteria with some written responses based on what they see in their finished project . Most of the time my students with disabilities can easily score themselves with the table, but have a harder time with the written responses, I then work one on one with them clarifying the question and helping them record their responses, This rubric is also one that I do a teacher assessment in the table right next to where the student scored themselves. I love this assessment because students are often surprised that I scored them higher than they had scored themselves, |
1/27/2020
Topic:
Tools and Strategies
Ingrid Givler
|
Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
One of the best ways that I use technology is with the document camera. I just recently used it to demonstrate a painting lesson. I had a 1st grade class with an ESE class pushed in. I had printed out examples for the ESE assistant and the students to have at their desk. I used the document camera to outline and demonstratethe steps for the drawing which the students followed. I then encouraged them to add their own creative details with drawing and paint. The ESE students did great! I think having that visual with simple steps made for a successful outcome, |