1/3/2021
Topic:
Students With Disabilities
Kristen Pineda
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I had a past student with Autism. He often felt my pacing was too fast and had a significant amount of follow up questions throughout each lesson. He also moved extremely slow on assignments and felt that each aspect of his work had to be "perfect" for him to be able to move on. He was also easily distracted by noises. To make the environment more successful for him, I put him at the front of the class so he was not distracted by his peers and was closer to the board. I also looked at him directly at the beginning of each demo and asked him to watch and listen (not take notes) so he did not get overwhelmed. Afterward, I would sit with him directly, going through the demo again as he took notes at his preferred pace. I also broke up the instruction into chunks, checking his success and providing positive reinforcement at the end of each step before he moved on to the next. |
1/31/2021
Topic:
Tools and Strategies
Kristen Pineda
|
In response for the question:Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
One effective way to help a student with a learning disability was the incorporation of his cell phone through the use of reminders and text messages. This student often had trouble with organization and completing work on time. A traditional planner where he had to write down assignments wasn't working for him, nor was folders as he often didn't have a backpack with him. However, he did have his phone. So together we set up a free app called Egenda to help him organize. It was successful at first but as the weeks went on, he often would forget to update the work. I then proceeded to set up a daily reminder on his phone to check Egenda. This helped prompt him to stop what he was doing and check. Lastly, for large assignments/ projects I would send him reminder text messages in the evening or weekends once a week to help him stay on track. It was successful and he found himself much more comfortable communicating with me going forward. |
1/31/2021
Topic:
Students With Disabilities
Kristen Pineda
|
In my 2D animation class the students were asked to draw characters and develop a visual storyboard to share with the class. One of my students had physical impairments making fine motor skills like detailed drawing difficult. He often rushed or shut down because he was embarrassed by his skill sets. Instead, I had him do it digitally on the computer where he could find images of characters and then copy/paste them over in each of the digital storyboard layouts. This helped ease his mind as he didn't have to worry about 'making mistakes' but could concentrate on storytelling and how he wanted it to visually look. His end result was more simplistic than his peers but he was also able to type a description underneath to help illustrate his concept. |
1/31/2021
Topic:
Assessment of Learning
Kristen Pineda
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In response to the question: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the art classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I had a student with a speech impairment which made speaking difficult and often times shut down when he needed to communicate verbally to the class like when participating in class critiques or discussing his work in a portfolio review. During this time, I would assess a student's progress, understanding, and critical thinking when they share their thoughts about their work and/or their peer's work. Since this student never wanted to respond, I would have him, ahead of time, write down his thoughts to specific artworks and then I would assess his written response or I would have him record a video of himself talking about the works of art on his own time at home where he felt more comfortable. He would then turn in the recorded video for the participation and for me to evaluate/assess his knowledge. This allowed him to 'start over' and edit what he wanted to say instead of trying to say it in real time in front of his peers. When he felt comfortable, I would then sometimes share his video with the class. |