9/16/2020
Topic:
Students With Disabilities
Lesley Wheatley
|
One year ago I had a student with severe autism in my ceramics and 2D art courses. He desired to communicate and he was extremely motivated to please everyone around him. He had also suffered a tremendous tragedy in life (his mother was killed). If he became overstimulated or frustrated he would frantically yell out "kill, blood, die" during our class times. When he communicated he repeated what you would say; exhibiting echolalia. He was extremely focused in my art courses - to the point that he would complete frantically created projects within minutes. I emphasized adding more and more detail to his work as well as writing out sentences using visual symbols. He loved communicating by drawing visuals as well as numbers. He was able to memorize entire classes birthdays; and his numerical skills were extraordinary. I often paired his artwork with numbers; and I would have him draw out things he looked forward too - such as soccer games in our special Olympics. Whenever he had a rough day I would play soothing music; and just creating art really helped as with anyone who has experienced tragedy.
I especially loved pairing him with his classmates in order to collaborate together on art projects. He adored collaborative projects and I loved experiencing the growing compassion in my classes! 
edited by Lesley Wheatley on 9/16/2020 |
9/17/2020
Topic:
Tools and Strategies
Lesley Wheatley
|
I currently have a handful of gifted students in several of my art courses. Being a proponent of using technology in the classroom since it is our future (especially this year!); I have used the strategy Tiered learning in order for them to take our current project (such as a character) and create them into a digital software such as procreate or ibis. There they are able to continue exploring digital versions of our art tools.
Along with tiered learning I love using Peer monitoring. I find that using peer support in the classroom promotes positive classroom culture, motivation to do their best as well as the satisfaction of having amazing feedback during our gallery walks (or virtual gallery walks this year!). |
9/17/2020
Topic:
Assessment of Learning
Lesley Wheatley
|
At my previous school district I had several cases of students with temporary disabilities; such as broken legs. Very unfortunately my ceramic studio was located at the top of 3 flights of stairs and there was absolutely no access for students in wheelchairs or with broken legs (unbelievable yes!) I was able to accommodate the students with broken legs temporarily in a downstairs room where they worked with another teacher who was able to pick up their project.
Another year I had a student with an emotional disability who found it very hard to be seated in close proximity to others; and he struggled with fine motor skills. Often times in the beginning he would become very frustrated with art tools; and only aggressive forceful marks would manifest onto his papers. I decided to make an accommodation regarding his choice of mediums - so I allowed him to use the computer to create his artwork as well as plaster (which he loved using - as it was a means for him to release his inner angst). |