1/28/2020
Topic:
Students with Disabilities
Marissa Kelly
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A few years ago I taught elementary resource art at a school that had several self-contained classrooms. These students had Autism and required a lot of assistance when it came to the art projects. One of the younger groups struggled a lot with following sequences or steps and also had trouble using tools such a scissors. There were a lot of adjustments I made to my lessons with these classes but I remember using stations a lot. By breaking the steps into stations and using small group instruction I was able to guide students through the steps without overwhelming them. I could also do hand-o0ver-hand for certain steps or have pre-cut materials ready. While a particular group was with me, I would let the other groups using art sensory toys and materials (like shaving cream and paint for example). |
1/30/2020
Topic:
Tools And Strategies
Marissa Kelly
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1. Two strategies that could be implemented in my art classroom are self-evaluation/reflection activities and chaining. I think getting students to reflect on a completed project is a good way for them to learn from the experience. By filling out a small evaluation sheet at the end students can pinpoint areas they had trouble with and problem solve for a better result the next project. It also builds their independence and they can see that even if there was an area they struggled with, the whole project isn't automatically a failure. Chaining can be used when the art project has many steps. Many of my younger kids need chaining because remembering the ins and outs of the whole project is too much. Students with disabilities may also benefit from chaining if all the steps given at once is too daunting. By breaking it up into steps and making sure I provide the necessary one-on-one needed for certain students, I can make sure we move forward as a class all on the same page.
2.I used to teach deaf/hard of hearing students and used an audio device that I wore around my neck. It allowed the students with hearing devices to hear me nice and clearly no matter where I stood in the art room. |
1/30/2020
Topic:
Assessment of Learning
Marissa Kelly
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When it comes to ongoing assessments during my lessons I have allowed my students with disabilities to provide answers or responses in other ways than verbally. Some of my students with intellectual disorders wouldn't be able to repeat the definition of a certain art term, but they are able to distinguish that term visually amongst other choices.
I used to teach a students with an intellectual disorder that made it hard for her to comprehend written material. She struggled in photography class when there were articles presented because she couldn't summarize the information or pull out the important parts. I believe allowing her to preview important vocabulary words beforehand would help her focus on the most crucial information. I also believe using visual aids a long with the reading would help her make sense of the more complex written material about cameras. |