4/14/2020
Topic:
Students with Disabilities
Jennifer Protano
|
I teach in a public school setting and have a 4th grade student who is visually impaired , he has total blindness. This is the second year I have taught him. His classmates are very compassionate and considerate of his needs and helpful in every way. This year he has a new aide who has become fully immersed in learning and understanding the aspects of this student's disability, including learning braille. He sits with him and quietly speaks to student assisting him in touching and finding the supplies as I instruct the class. Student loves asking questions about the visuals being shown to class. When students are working independently, I am able to work with the student and aide, hand over hand, to have conversation, to monitor understanding of concepts being taught. Prior to class arriving and often while in the lesson planning. stages it is important to consider the objectives being taught. and how student can learn one or more standards in a different way. I make glue drawings that he can feel, we use textured paper and manipulatives such as Play-doh, I have markers for him that are scented and he has learned which smells go with named colors. I often tape his paper in place on the table and he can. feel where the edges are. so he. doesn't. lose his place. Tracing shapes and objects is implemented in. many lessons and we use lots of conversation during this creative time. He enjoys asking questions and explaining what. it. feels. like when he is creating something. Anything like types of clay or play doh is always engaging for student. |
4/14/2020
Topic:
Students with Disabilities
Jennifer Protano
|
Katie Thaggard wrote:
I have a student in a pre-kindergarten class who is highly energetic, has difficulty sitting still, is easily distracted (even when I'm sitting right beside him), and doesn't seem to retain any of the information recently presented. When I give directions, I break it down even more than I do for the other students. Most children in his class can retain 3 and 4 step directions. For this little guy, I give one or two steps at a time. I have him sit directly in the front of the class so that most of the distracting students are behind him. For more complicated projects, I ask him to repeat to me the directions I just gave him. If he is not able to, I repeat the directions until he feels comfortable. While he is working, I often stop by to encourage him and ensure he is appropriately on task. This has helped him to be successful in my class so far. |
4/14/2020
Topic:
Students with Disabilities
Jennifer Protano
|
Elaine Weeks wrote:
patricia salzano wrote:
One of my students in the second grade was Visually impaired/blind. He had a one on one para who came to every art class. I made some frames with wire screening in them. When we would do a drawing activity I would tape his paper to the screen so he could feel his crayon or marker going over the paper and it also created a bit of texture so he could "feel" his drawings. When we would be talking about shapes or textures in an artists work I would also provide maipulatives (spheres, cubes, "fluffy things, smooth etc...) to help him visualize what we were looking at.
I also use manipulative with different textures to motivate and discuss art topics. I have used hot glue drawings--allowing the glue to harden-- in order to have my student "read" the images/picture we are discussing. My student loves to discover and tell me what they are "seeing" by feeling the raised glue image.
When planning an assignment and taking into. consideration the visual. disability of my blind student it helps me to close my eyes and create a sense of visual darkness then take into consideration how I could understand a concept that is visual in nature. It is a challenge. I don't want my blind student to become frustrated so I try to offer him a selection of supplies or manipulatives to work with. Textured papers in precut shapes to. identify, trace, make rubbings with, collage with. He also has these wiki stix that are great for "drawing" with. He can easily bend and twist them together to make shapes and designs and they stick to. themselves with a gentle twist or firm pressure. |
5/3/2020
Topic:
Tools And Strategies
Jennifer Protano
|
Technology is extremely useful in the art room. I create slide shows for each lesson and use lots of images and videos within the presentations for the whole class to view. I teach many students with ADD and their attention span will cause them to be distracted thus having a difficult time understanding important information. Being able to replay the video or presentation gives them the opportunity to get back on track. The ELMO Camera is also used everyday in the art room, it's great for allowing students to share their work and teach the class as well as for my students with visual disabilities so they can see details they would otherwise miss during a demonstration. |
5/3/2020
Topic:
Tools And Strategies
Jennifer Protano
|
Two strategies that I use in my art classroom that have been very beneficial to all students and especially my ESE Students are Graphic Organizers and Learning centers. At our school classroom teachers have spent the first part of the year introducing the different graphic organizers to each grade level. By the time they get to the art room each school year, they have a firm grasp on how to utilize them and which to use depending on the information we need to pull from the content. we use Circle and Bubble maps, Sequencing too for learning new processes. I will allow students to refer back to them and this especially helps my ESE students to stay on task and feel a sense of independence. I use learning centers as a reward for classes who achieve excellent hearts for art class. I will take concepts and materials that students have learned and create stations around the room and we call it "free choice" but each student must complete 4 out of the 5 tasks set up on the tables. It allows movement, choice, cooperative learning, use of task cards with varying complexities at each station. |
5/14/2020
Topic:
Assessment of Learning
Jennifer Protano
|
I have a student who is blind. I have taught him for several years and this year he is completing the fourth grade. He comes to art with an aide who is extremely helpful in keeping the student on task when I am assisting other students. He usually enters the class last with his aide. I will wait for hime to be seated in his preferential seat. It is at the end of the aisle near the door for easy access. I have chosen students who are calm soft spoken and enjoy discussing what they are working boon for him to sit around. I will move my position in the class closer to him when explaining the assignment, expectations and directions. He knows I am near and I tend to gravitate towards his side of the room. His aide will read questions aloud and record his answers. He is learning Braille and I have added art terms to his braille vocabulary. I will tape his paper to the table once he is comfortable in his space and I will intentionally wrinkle the tape so it is easy for him to feel the edges. Instead of drawing types of shapes that fit into the categories they were assessed on I had precut shapes that he felt and identified as geometric or free form. He often finishes earlier than his classmates. He is allowed to use play doh and sticky sticks whenever he chooses. |