2/22/2020
Topic:
Students with Disabilities
roxanne campbell
|
In a large gen ed setting, my student with autism sometimes has a tough time remaining in his seat. He follows the accommodations I have created for him in my art room, and have set him up with a few students that sit with him and help him by showing him how to complete the art projects we work on in class. Presently, we are painting and my student prefers using crayons and markers instead of painting. We are learning about color, and I feel that allowing him to use media that is comfortable for him helps to keep him a little calmer while learning color concepts. His peer helpers demonstrate how mixing colors with paint create new colors, and this helps him to understand and see what the lesson is about. I keep him close to my desk, and this seems to be a comfort for him when he needs to clarify directions. At the beginning of each class, we talk about what we are doing for the day, and what is expected of him. I find that keeping organized for this student, along with extra help from peers is working and allowing him to learn just as the others students do. |
4/17/2020
Topic:
Tools and Strategies
roxanne campbell
|
Describe how two strategies discussed could be implemented in your classroom. Identify the two strategies by name and describe how they could be used....
Two strats that I use often in my Art classroom are letter strategies & story maps. I find these work extremely well with so many of my learners. They are both "hands-on" (drawing/writing it out) in nature, and yet we can read from these instructional learning tools as a class. Studying the elements & principles of art and design or the colors of the rainbow becomes a fun learning experience. A sequence of letters that each symbolize a word-or a mnemonic Strategy-ROYGBIV- (red, yellow, blue....and so on) makes it easier for the students to remember the colors We also use story maps in class and each student works with a peer partner to problem solve and create the map based on a subject of study. My students with disabilities truly learn from this experience-#1- to be working with and learning from their peer; #2 an easy & fun device that we can use and reinforce in class to help remember important facts about art. |
4/17/2020
Topic:
Assessment of Learning
roxanne campbell
|
This year I started using "Exit Cards" once/twice a week as my students were finished with clean up in the art room. I ask them to respond to a question that is written on the board as well as read out loud to the class, as I hand out a small paper with the question written on it. The students write a brief response which I review with them the next day- as soon as they come into the art room. I find this assessment to be an easy one and has been successful with students with disabilities. I do allow peer partner discussions if they choose to combine ideas for their responses, as well as drawing a picture of their answers.This has made the "question" assessment a more relaxed, non-threatening form of assessing each student. This was used with watercolor painting recently -"Why is it important to change the water in your water cup while painting?" Not only is this a good assessment tool, but it is also a reminder for students with disabilities -as well as the entire class.
edited by roxanne campbell on 4/17/2020 |