5/8/2020
Topic:
Students with Disabilities
David Johnson
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Describe how fine arts educators can use the state and federal laws to advocate for the inclusion of students with disabilities in fine arts.
I'm not sure if this is the right place to post this, but the directions for the Teaching Students with Disabilities in the Fine Arts class were not 100% clear. I recall having a practicum in an elementary school music class over 30 years ago. I got the opportunity to observe and participate in instruction for general education classes and for one self contained class for students with various disabilities. Some of the students in the class for kids with disabilities would have done fine participating with their non-disabled peers. As current laws require students with disabilities be educated in the least restrictive environment, I believe those classes would look different now than they did three decades ago. These days, at the elementary level I see special areas such as art, music, and p.e., being great opportunities for including disabled students with non-disabled peers. |
5/12/2020
Topic:
Tools and Strategies
David Johnson
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Identify at least two ways school and/or district administrators can support fine arts educators' use of explicit and intensive instruction for students with disabilities.
One way that administrators can help is by aiding teachers in acquiring necessary materials/resources. Another way is to provide time and opportunities for professional development. Giving teachers access to proper materials and training is essential to support their work with students with disabilities.
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5/13/2020
Topic:
Assessment of Learning
David Johnson
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Identify at least two ways administrators can assist fine arts educators' in learning about how to use adapted assessment in their fine arts classroom.
1. Pair new teachers with an experienced mentor who can explain and help them use adapted assessment.
2. Provide time and funding for teachers to attend training on adapted assessment. |