5/26/2020
Topic:
Students With Disabilities
MARCELLE DOUGLAS
|
I had a recently-arrived from Haiti late teen girl who spoke no English, had slight visual impairment and learning difficulties, and had never done any art, apparently. The first session with her, I presented her with a simple large flower picture to color, and she scribbled the whole area with a black pencil, taken from a container of colored pencils. I smiled at her and gave her another picture and just red, yellow and blue pencils. I put a small patch of color in each picture section with the corresponding pencil nearby. She understood, and enjoyed continuing it. I then gave her a "color-by-number" picture, and wrote on a piece of paper each number, with the patch of color next to it. She studied this new challenge with intense concentration for a few moments, then proceeded to color it 100% accurately. I have tried to equate picture-coloring with realism (eg. skin tone not to be purple...) but she tells me firmly, in her own way, that she likes it better her way! |
6/12/2020
Topic:
Tools and Strategies
MARCELLE DOUGLAS
|
"Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability".
Task Cards....I feel confident that a certain late-teen student with cognitive disabilities would enjoy the challenge of Task Cards, moving through what she would perceive as giant leaps forward as she accomplished what was on each sequential card. I envisage her with a glockenspiel, first tasked with tapping each key of a given same-letter, eg. all the Ds, and gradually progressing through the cards towards tapping melodic letter sequences. This system would excite her far more than a worksheet, and produce improvements more quickly.
Graphic Organizer - Semantic Map....I can definitely use this type of strategy to clarify explanations of musical instruments, or reactions to a piece of music, or (I also teach some Art) the relationship of a coloring picture to the potential choice of colors to be used. eg. "Lady in a dress" in the center, and colors patched and written in the surroundiing circles. Certain students would find this extremely helpful, I am sure. |
6/12/2020
Topic:
Assessment of Learning
MARCELLE DOUGLAS
|
I have a late-teen student who has cognitive difficulties and is partially sighted. In our art lessons she enjoys coloring. Due to one of her eyes giving problems she tends to push her work a long way to the right and lean her left side on the table as she colors with her right hand.
Accommodation 1 = seat her at a big enough table so that she is comfortable and not restricted at either side by someone else and their equipment.
Accommodation 2 = make sure she has very good lighting, and also that any numbers or letters (like color-by-numbers) on a page she is coloring are printed in large, dark type, providing the contrast to help her vision.
These two, actually three... accommodations enable her to improve her standard, due to seeing more easily and working in comfort. |