5/27/2020
Topic:
Students with Disabilities
Chad Abel
|
I had a middle school student who had ADHD with a severe inability to stay focus, particularly with multi-step projects with directions with some level of complexity. This student initially would skip steps, or lose their place in the progress of projects, loose interest and disrupt others, often running out of time before the project was due.
To help this student succeed, I would read the directions out loud while he read silently. I would check for understanding, and observe as this student started the project, I would check back continuously and encourage success with positive reinforcement. We would reread each step together as the project progressed. I encouraged short breaks during the project, and allowed the student to work standing up to help him feel more comfortable and to be able to channel his energy in a positive manner. If the student lost focus, or became disruptive, I would positively redirect the student back into engagement with the task at hand. I would also offer extra time for completion when needed. |
5/27/2020
Topic:
Tools and Strategies
Chad Abel
|
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I had a student with fine motor skill developmental disabilities. His hand writing was generally unreadable, often even by the student himself. For research and essay writing, I provided a computer and keyboard for the student to type his research information, and then write his essay. This solved the readability issues, promoted engagement with the work, and engendered pride in the student. This allowed the student to express his learning and ideas clearly, revise and edit more rapidly, and also organize and save files for future use and study. |
5/27/2020
Topic:
Assessment of Learning
Chad Abel
|
I had a student with ADHD and dyslexia. For this student short quizzes and traditional tests present a fear inducing challenge. This student could benefit from informal summative assessments such as a journal. A journal could allow this student to combine information learned presented in writing, and heavily augmented with visual elements with creative aspects. The low stakes format combined with the creative aspects would be a valuable alternative that would make the assessment an enjoyable and memorable product. |