9/16/2020
Topic:
Students with Disabilities
Meredith Kutz
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One of my new kindergarten students this year has ASD. In my experience, every child with ASD is different. There are certain behaviors and qualities that this student has that can affect their learning in my class. For example, this student does not like sitting in one place. They love to get up and walk around. This is a challenge when trying to complete work. The student is also mostly non-verbal, but can read at a third grade level. I do not know if they are comprehending what they ready yet, but I do know that they can read almost anything in our classroom. This allows the student to show me that they can repeat content back to me. I am looking forward to getting to know this student better and understand what they enjoy about the art-making process. In past years, I have made great connections with students with ASD by showing interest and understanding. By finding common interests, student begin to develop trust with their teacher. Showing students that you are understanding of their disability, and especially their sensory issues, can be extremely helpful with getting a child to understand and learn content, and most importantly, create art! |
9/17/2020
Topic:
Tools And Strategies
Meredith Kutz
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Two strategies I could use in my classroom include Learning Centers, and Cubing. Learning Centers are a great way to differentiate instruction and provide multiple ways to understand a concept. I would use this strategy in my classroom to provide different options for students with disabilities. This strategy is also very helpful for younger children because they can move around every 10-15 minutes, exploring a new Learning Center. With my older students, I will be trying the Cubing strategy. I feel like this is a great way to get more of my students talking about artists and concepts. I can think of two students with ASD who will benefit from having a prompt on a cube. I love the idea of pairing Cubing with Cooperative Learning or Peer Partners. This will allow students to talk about certain concepts before, during or after instruction. Through a combination of these strategies, students might feel more comfortable trying out a new concept or strategy in the art room! |
9/17/2020
Topic:
Assessment of Learning
Meredith Kutz
|
A couple years ago, I had a student with ASD who was non-verbal. When beginning a lesson, I would try to provide a pre-assessment so I could give the student a chance to demonstrate mastery or show me they needed more help. In our sketch books, we would complete practice activities. These activities were directly related to the assignment or topic we would be covering over the next couple weeks. By providing a pre-assessment, I was able to understand who in the class would need more help, and who would be able to complete the assignment on their own. One Ongoing Assessment strategy for that I wish I would have used more was the Exit Ticket strategy. I think this would have helped the student to feel confident that they made progress throughout the lesson. I will implement this strategy with my students to see how it affects their Summative Assessment. |