6/19/2017
Topic:
Students with Disabilities
Johanna Riddle
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I've taught visual arts to visually impaired students. Since the degree of visual impairment varies, and because some of the students in the class have additional exceptionalities, I make adjustments for each student. For example, one of my fifth grade students has low vision, but is extremely capable. I make sure that his versions of visual art projects are high contrast in nature, so that he can follow and direct his own projects. I also provide small examples for his use, in addition to the larger examples posted on the board. In addition, I use technology to help the student study works of art independently. One of my first grade students has no sight, and has additional exceptionalities. I focus on a lot of tactile work with her--using things like clay, sculpting foam, various textures (fabrics, sandpaper,) and mattboard shapes. I also make various types and textures of fingerpaints. I cut cardboard frames and place painting paper beneath the frame to create a tactile border for her paintings. I've also prepared large, simple looms with cardboard and yarn, and used different textures (tissue paper, large yarn, wide ribbon, burlap) for her to create textural weavings. |
6/20/2017
Topic:
Tools And Strategies
Johanna Riddle
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Technology is embedded in the way I choose to teach, and can be especially helpful for some of my students. iPads serve many important functions for my low vision students. The backlighting on the screen makes text and images more visible for some of my students. It's great for providing models. Programs like ArtWeaver also support my low vision students in creating works of art. I also like to use SeeSaw as a vehicle to enable students to explain, assess, and share their work, and critique the works of well known artists. I use videos in place of traditional print for many of my low vision students. |
6/21/2017
Topic:
Assessment of Learning
Johanna Riddle
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I rely heavily on auditory assessments for my low vision students. This includes asking questions as part of formative assessment (Can you show me, can you tell me?) as well as combinations of tactile/auditory for my younger students. For excample, I might ask them to choose the square shape from the selection of cardboard shapes, to identify the rough/smooth texture from a selection of texture plates, or to identify types of lines from the raised lines made with glue on cardboard. |