2/15/2021
Topic:
Students with Disabilities
Julie Stimson
|
I am an art teacher in elementary setting. I have a student who is blind. As a teacher of the visual arts, this is one of the most challenging situations that can occur. Because the student can not use her eyes as part of the process of creating and appreciating art, we have to get really creative with her other senses. I have found using materials that are particularly tactile (clay, fabrics, beads, etc.) is most helpful in allowing the student the opportunity to create art in her mind. She may not be able to see the art she is making but she can feel the art she is making. Combining music with the creation of art is also another strategy I use. With this method, the act and movement of creating strokes or forms in sync with sounds is particularly interesting to the child. Despite these creative methods, I do struggle with the child losing interest at times. I am always seeking new ideas online, but find there to be limited resources available to art teachers. |
2/27/2021
Topic:
Tools And Strategies
Julie Stimson
|
Two strategies that I haven't used that I would LOVE to implement are: task cards/cubing and guided notes. As a matter of fact, I would like to use this for the general education classes as well. I could see myself using both task cards and cubing to help students navigate an assignment or project more independently. Some of my students do not retain steps from the presentation very well. A task card or cube would help students remember the important steps in the art process. I could certainly use these methods for differentiation between students or groups and offer centers, potentially. I could foresee these strategies being excellent for my students on the spectrum, who desire more flexibility in choice during their projects.
Another strategy that I would like to use and that would serve as a form of assessment would be the guided notes. The guided notes could be differentiated between grade levels and students by altering the amount of pre-filled notes on the page. For younger kids or students with developmental and language hurdles, I could implement pictures into the notes. The notes would be an excellent way to keep students engaged in the lesson delivery and keep track of newly attained knowledge.
A technology that I have used with success in my classroom is the smartboard. It offers an excellent visual representation of whatever material we are researching. I can show pictures or examples from the internet, play video, demonstrate use of a material via the elmo camera, or have students use the touch screen capability to interact with the material. It is awesome and I am so thankful for it! It has replaced my old projector set-up. It is a great tool for all of my special needs students as I find they are more immersed in the material when they see it in vivid color and clarity on the smart board. They look forward to coming up and using their finger to draw something on the screen. I also love writing impromptu directions, step by step, using the notepad feature.
edited by Julie Stimson on 2/27/2021 |
3/1/2021
Topic:
Assessment of Learning
Julie Stimson
|
1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. For art, I generally use the student's product or work example to assess their understanding, abilities, and learning. Often, at the beginning of the year, I start with basic skills I want my ESE students to know. I use exercises such as cutting worksheets, coloring sheets, and tracing activities to assess the students' readiness and their abilities. Once I am fully familiar with each student's abilities, I can then customize each art lesson for them, differentiating materials and responses for each child. Students who enter my art program late in the year or who are new will have to create product or work examples for me to develop appropriate accommodations or differentiation. We use portfolios to collect and store student work for a summative assessment of progress at the end of the year. The students often enjoy seeing their growth in this manner.
2. Think of a student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her learning. I have had multiple students on the spectrum, who will not perform in the art classroom if their own unique interests are not expressed. In this case, I would allow the student time to complete what I call a "free drawing" or a drawing that showcases their interests. They have flexibility in materials, subject matter, and style. Once I have this product, I can use it as pre-assessment material for developing content that the student will be likely to be engaged with. I remember I had a student who loved clocks and Charlie brown. When his class was tackling the skill of cutting, I remember creating a pre-drawn template sheet featuring his favorite characters from the Peanuts cartoon. I also introduced him to the artist, Salvador Dali, who is famous for painting melting clocks in his surreal artwork. Another assessment technique that my swd students enjoy using is the smartboard for performance based assessment. Often, I will call each student up to draw an example of a shape in front of his/her classmates. They enjoy the activity and I can quickly assess who knows their shapes (or colors, or lines, etc.) |