1/14/2021
Topic:
Tools and Strategies
Corine Waters
|
2. 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.
I have used technology more in the classroom in the past semester as we have been teaching hybrid, with virtual and in person students. While they are in my class they can use Microsoft Teams for meetings where I can discuss what the topic is and ask questions of them and their peers simultaneously. They can use YouTube for reference videos, where they can rewind and rewatch if they need to. Students with visual issues can use personal devices to see images closer as well. Students who are online can submit their work digitally using Schoology or email. They can also produce it digitally using a variety of apps, such as Google Draw. I have several students with Specific Learning Disabilities, and I find that allowing them to rewatch videos or research using their own device is immensely helpful as they are able to teach themselves the topic on their own time. I also use a document camera to model the steps to projects which helps students with reading comprehension issues and those who are unable to follow directions more quickly than one step at a time. Students who are on the autism spectrum find breaking the steps down and modeling helpful. |
1/14/2021
Topic:
Students With Disabilities
Corine Waters
|
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- I have discovered in teaching students with specific learning disabilities, tickets out the door can be difficult to accurately assess knowledge. Difficulty writing and reading can make written responses innacurate in determining if the taught skill was acquired. If the student is to be accurately assessed, you must use project based assessment to determine if the knowledge has been processed and analyzed correctly. I break the project grades down into separate sections and only grade one at a time. Students know which they are being graded on and their focus is there. When we move on the focus may change and the students change focus.
|