12/14/2020
Topic:
Assessment of Learning
Karen Klein
|
I have had several students with all disability types. One particular boy had a physical disability. I sat him close to me so that I could easily see him working on his drawings and paintings. I would tape his work to the table as well as make sure his wheelchair fit underneath that particular table. I would wrap a small cloth around his paintbrushes and drawing tools then secure it with tape. This allowed him to better grasp the art tools he was working with. He was also given much extended time to complete his assignments. As well, I would set him within a group of students who were very helpful to him when needed. I as always monitoring and reassessing him as he moved forward with his work. As well, I adapted the room and his placement within the room, to ensure he could more easily get to the sink, paint area, and work cabinets, without and roadblocks. This helped ensure that he could be as independent as possible. |
12/16/2020
Topic:
Students With Disabilities
Karen Klein
|
I have had many students who have autism. Typically, they have been high functioning. At times I have had to repeat directions and breakdown lessons with more chunking. I have had to give them extra time to complete assignments as well because while monitoring their behavior, I've noticed frustration on their part. I have allowed them extra time to answer questions and to gain understanding of directions. I had a particular autistic student who was very paranoid. He did not like to let other students see what he was working on. I did not make it mandatory to show his work during critiques, though he did participate in the critiques of other students work. This alleviated his anxiety. |
12/16/2020
Topic:
Tools and Strategies
Karen Klein
|
I utilize an Epson Projector to project videos, artwork, instructions, demos, etc. For students with visual disabilities, this enlarges the delivery of instruction, allowing them to view the lesson more clearly and easily. As well, I use computers to deliver pre-assessments and assessments. |
12/16/2020
Topic:
Assessment of Learning
Karen Klein
|
Pre-assessments I've used are drawings of simpler objects. That is a way for me to know where students are in their level of drawing. I consistently monitor their progress with ongoing assessments. These assessments help me to instruct students where they are at. I will then teach them aspects of drawing such as seeing the negative space as well as the positive space. Helping them to sight angles and measure parts of the drawing off other parts, by finding a unit of measure. I have used projects to project their work, which most of them love. Except if a student does not want me to. |
12/16/2020
Topic:
Tools And Strategies
Karen Klein
|
I utilize Epson projectors whenever I am teaching lessons. The projector allows for the lesson to be larger than life and to focus the students attention. I project artworks, power points, videos, etc, as well as the students work if they allow me to. It is a great motivator to project the students work for all the class to see and focus on. As well, I use computers to give any written assessments, tests, etc. |
12/16/2020
Topic:
Students With Disabilities
Karen Klein
|
I've already answered this question.Thank you! |
12/16/2020
Topic:
Tools and Strategies
Karen Klein
|
Tiered lessons and graphic organizers are what I use on a regular basis with all students. My classroom is a compilation of students operating at several different levels. WE use graphic organizers when we do art history. I use the projector to project 2 different artworks. I have the students use a Venn Diagram to fill in important information about each of the paintings we are viewing. We break down each of the4 art critique steps ; Desription, Analysis, Interpretation, and Judgement. Instead of having the students do the steps themselves, I break each step down for them as we view the paintings. I ask them questions regarding the elements and principles of design, each separately, so that they fully understand them and the art critique process. |