4/13/2020
Topic:
Students with Disabilities
Luisa Dugas
|
I teach in a large Public school in which all ASD clusters come at the same time that a regular class, and they call this inclusion. The cluster has 12 students with 2 aids and the regular class has 20 students and no teacher assistant. One of the ASD students suffers from Hyperacusis which is an increased sensitivity to sound. My classroom is very big and it becomes very loud with so many students creating art. In order to better serve this student, I have started using Child Noise cancelling ear muffs to control the sound and tasks cards so the student can participate and know what to do. Lastly, I take him into small group to check quietly on his comprehension and engagement level. |
4/13/2020
Topic:
Assessment of Learning
Luisa Dugas
|
Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
Examples of adapted or alternative assessments that I have used in my art room is using preferential seating. Most students with autism in one of the clusters get easily distracted in the art room. I set up the classroom before class in order to accommodate two tables together to sit al students in the ASD cluster in the same table and avoid walking and running around. This allows for the aids to have more control and provides me with a space where I can demo the art materials close to the students away from distractions such as door entrance, sink and wet supplies such as glue and paint. |
4/15/2020
Topic:
Tools And Strategies
Luisa Dugas
|
1- Two strategies that can be used in the art room with students with disabilities and are very helpful are graphic organizers and task cards. The graphic organizers can be used in many ways, in groups or in as whole group on the board and all students participating. The one I use the most is the Venn diagram, which is helpful for comparing and contrasting works of art. Or two pieces of information on the same topic. As an example, we did a project on Madagascar chameleons. We read the book "Chameleons are Cool" and then watched a video clip on the Discovery channel for kids. Both the book and video had similar information. Students took turns answering what information was the same and what was different in both formats. By using the organizers the information that was needed to create the project was complete and cohesive and students who have short attention spans or have difficulty with comprehension can see it clearly. Another strategy is the use of task cards. task cards are helpful with many students with disabilities who can't remember steps to complete a project.
2. I use the smartboard constantly in my art room. It gives me the ability to pull information from the internet such as read alouds and videos that I can easily embed into my lessons. I also use it to record the graphic organizers and save them so the next time a class comes, it will already be there and they can continue the project. |