2/18/2021
Topic:
Tools And Strategies
Sheryl Snow
|
I have an ASD student who is an e-learner, and has difficult following step-by-step instructions, remaining on task, and following through on projects when learning via Zoom. In order to aid this student, as well as in-class students who must work on projects independently at home, I post lesson plans that incorporate active links to video clips of sample artwork as well as step-by-step instructions. Access to video links that demonstrate step-by-step directions allow the student to both stop-and-start, as well as go back and re-watch, videos to allow the student to work on the project at his speed, reducing stress and anxiety associated with hearing directions in real time. |
2/18/2021
Topic:
Students with Disabilities
Sheryl Snow
|
A third grade student in one of my classes has partial but significant hearing loss. She uses hearing aids and lip reading to understand what is being said by those around her. As a result, she often misses verbal cues and information. To assist her in understanding my lessons and instructions, I use an assistive devices system that includes both microphone (for me) and ear buds (for her) to enhance the volume and quality of my voice. |
2/18/2021
Topic:
Assessment of Learning
Sheryl Snow
|
An intermediate student who struggles with ADHD maintains an art portfolio that allows him to see how he is progressing on his level of performance throughout the year. When he creates artwork that is clearly below his personal level of achievement, he is encouraged to go back through his portfolio to review his previous works. He is then encouraged to create a new piece of art that better reflects his personal abilities. Once he has created a second piece, he compares the two and chooses which piece will be placed in his portfolio. |
2/18/2021
Topic:
Assessment of Learning
Sheryl Snow
|
Deborah Scarbrough wrote:
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.I have a 5th grade student with Aspergers, who also has a learning disability. I have him do short exit tickets. One recent exit ticket was to respond to a picture of Van Gogh's Bedroom. Instead of a lengthy compare and contrast of the three bedroom paintings, I had him choose one and respond on a large post it note. He wrote how that picture made him feel and why.
Thank you so much for posting this suggestion. This was a strategy I hadn't thought of, and I can see how I can use it successfully in my classroom with some specific students. This is a great way to shorten the exit ticket to show mastery. |
3/4/2021
Topic:
Students with Disabilities
Sheryl Snow
|
Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
I had a student from grades kindergarten through mid-sixth grade who was clearly emotionally/behaviorally disordered. This student had serious verbal and physical impulse control issues. While he had potential to become a promising artist, his behaviors precluded him from being able to complete projects that did not interest him. I allowed him to choose alternate media that incorporated the same skills, and create products that interested him. For example, if he refused to draw a particular subject, he was given the option to create a graphic novel representing a similar subject. On those days when he was unable to maintain self-control in the art room, he was given the opportunity to work on the project in a quieter environment, such as the media center or a guidance counselor's office. |