10/13/2020
Topic:
Students with Disabilities
Katherine Roettges
|
I taught art to a blind student when she was in third - fifth grade. Her disability did not restrict her from being an incredible artist. She was very into botany and textures. I often collected leaves and plants she could do texture rubbings of. I used clay, wire, and wax sticks for sculpting as well as a variety of found objects which could be anything from marbles to bottle caps that she could incorporate into 3-d works of art. When we were painting as a whole class, I wanted her to participate instead of work on something separate so I would make an outline for her to paint in with hot glue. classmates helped guide her to the colors of paint she wanted to use and I used a book titled The Black Book of Colors, which included descriptions of colors and moods associated with them in braille as well as raised texture illustrations to help make association with colors. Although she had been blind as long as she could remember, she was still very thoughtful and particular with her color choices. For the most part, her disability pushed her to think outside the box and she overcame most challenges. She would have mood swings and sometimes she had a difficult time getting started, particularly in the mornings but she loved art, botany, and anatomy and incorporated her interests into her creative art making process. |
11/10/2020
Topic:
Tools And Strategies
Katherine Roettges
|
I use video art tutorials in the classroom and now in my virtual Duval Homeroom art lessons. It really helps students with disabilities work at their own pace. Students who have ADHD are able to pause, rewind, and re-watch steps as necessary; it also allows me to edit in clips that may motivate/inspire the students to give them brain breaks and help them focus. For example, when we were learning to draw an octopus, I put in fun clips of a real octopus. Another tech tool I use are games via art museum websites. For example, I recently did a virtual lesson on Egyptian Art and linked the students to The Smithsonian kids site where they could play games and solve clues to revel a mummy. I also linked them to a really cool virtual tour of an Egyptian tomb. I also use my document camera to explicitly model steps, which really helps students who are hard of hearing or visually impaired because it blows up and projects everything I model. |
11/10/2020
Topic:
Assessment of Learning
Katherine Roettges
|
I had a visually impaired student who used large print papers to take her summative assessment. In assessing her in the classroom, I used oral presentations/prompts for exit tickets. I wrote exit ticket prompts on a beach ball about the what they leaned, new vocab, what they enjoyed most about the lesson, and what they still wanted to learn. When they catch the ball, they respond to the prompt facing them and I would write it in large text and read it out loud as an exit assessment. |