11/12/2020
Topic:
Students With Disabilities
Jennifer Myer
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In my 16 years as an art educator, I have taught a variety of students with different exceptionalities. This year, I am teaching a student who struggles with behavior and has limited attention. The inability for this child to focus and attend make it difficult for them to participate in the art making activities. They need to be redirected constantly. As I have gotten to know them a little better I have been able to direct them more discretely and provide limited choices. They need positive reinforcement when the goal is achieved even if it is a small step in a large process. They need calm reminders of the goal and student examples that are visual to help refocus on the lesson. |
1/27/2021
Topic:
Tools and Strategies
Jennifer Myer
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In response to discussion choice number one. Two strategies discussed in the tools for teaching section of this course that could be implemented in my classroom are: task cards and the learning contracts. I like the task cards specifically for giving students a variety of options for exploring one theme. I like it when students are looking at the same idea from different angles too.
I also really like the idea of learning contracts for middle schoolers. This is a group that is trying to be independent but may need a little support and incentive to get there. Students like to be able to have the freedom to structure their time. I would put an emphasis on quality. I think that having student examples of what is expected can help with setting clear expectations. |
1/28/2021
Topic:
Assessment of Learning
Jennifer Myer
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- One adapted assessment that I have successfully used in the fine arts classroom for students with disabilities is a visual rubric for self scoring and reflecting after an assignment is complete. Students can see visual examples in each category. An example of one way that I used this recently was an assignment that required variety of line. On the visual rubric a score of 5 had next to it an image of a variety of lines. A score of 3 had a couple of types of lines. and a score of one had only one type of line. This allowed students to review the goals and then they could add on to their work or submit it. Sometimes, several students needed to see a demonstration again so they could add to their work. This is a very effective tool for all students to measure if they met the goal or needed more instruction or time on a piece.
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