2/3/2020
Topic:
Students with Disabilities
Marie-Claude Thellend
|
I had a 5th grade student with ASD who always took a project and needed to stretch it so far out of the context of the project that it was another idea altogether. Encouraging him to do so always appeased him as he was distressed to remain within the context of our lesson. When done, he was never content to use one of the various art activities I had available for early finishers, but he always wanted to organize my supplies and cubbies. To that effect, I always had a list of organizing tasks ready for him which made him very happy but also accomplished. I would insert, in those organizing tasks, some kind of spatial/pattern or other visual task to challenge him. Because of the freedom but also the challenge he faced with these choices, art became is favorite subject where he didn't feel marginal but rather where his peers came to look at him as an artist and look up to him. |
2/11/2020
Topic:
Tools And Strategies
Marie-Claude Thellend
|
During a unit on color in my lower elementary classes, while students used color sand to create art demonstrating various color-related concepts, I had a student with disabilities, who was experiencing severe tactile issues with the sand, demonstrate his mastery of the concepts using the app "Art of Sand" on the Ipad. We then printed his project for him to use during our class critiques. |
2/19/2020
Topic:
Assessment of Learning
Marie-Claude Thellend
|
I had a mute student in my art class. When it came time for our class-wide evaluation/criticism, he would not provide any evidence of learning or mastery. I would take him aside at another time and do his evaluation/criticism separately. I would have cue cards for him to point to various vocabulary words, themes, words of personal expression, etc, and he and I would assess his work this way. |