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• Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.

I think your idea to use printed photographs in addition to the projected image is a good one as it works for both near-sighted and far-sighted students. I normally bring students to the center table of my room to demonstrate hands-on activities. Have you found the document camera to be more effective? I've heard you can use it to record videos of your hands demonstrating processes. I can't wait to try this technology as it seems it would not only be great for the visually impaired but also those who struggle to remember the steps.


I use technology almost every day in my classroom to assist with certain lessons. For my students who are visually impaired, it helps to use the projector alongside printed photographs of paintings. This way the student does not need to strain to see the details of the painting - they are automatically enlarged via the projector. I also make sure to include text with the images, for those students who are hard of hearing (and also for English-Language-Learners). Also for the visually impaired students, I use the document camera when showing things in a small area - for example, how to mix colors (when discussing how primary colors create secondary colors). This way I can show the entire class something on a larger screen rather than having them all crowd around the table.

• Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.

I have a student with ODD (oppositional defiant disorder). He does not like to stay seated and often will get very frustrated and mistreat the materials and disrupt his tablemates, which makes it difficult for him to complete a project as instructed. Most students, after completing a project, will write a short paragraph explaining how they used the elements and principles we are covering in that project, and will read it aloud as they share their work during critique. Since this student does not stay focused for very long, I will assess his learning verbally as well as allowing him to point at his project to confirm what he knows. I will ask "how did you use value in this painting?" and he will point to it. I also encourage him to explain how. He also tends to sit by himself in order to better stay on task. I also have students who have a speech impairment. These students are given more time when answering questions in order to get their thoughts out without interruption. I also make sure to have visual aids for them to point at, if the words are too difficult to get out.