3/22/2021
Topic:
Students With Disabilities
Sarah J. Renfrow
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The student I remember most was a girl with Autism in a CSS class. She was mostly focused and quiet when we were working on a project and did the work. She was amazing at ceramic sculpture and once we finished that project she became obsessed with working with clay. Her special interest needed to be nourished but not at the expense of her being able to follow instruction and participate with the projects. When she didn't get her way she could become very agitated and even violent. We created an expectation that if she did the daily assignment and finished early she could then work on ceramics and if she did really well in other classes she could take her project to the E-wing (ESE classes) as a reward. This was extremely effective in redirecting her behavior, gaining her participation in class, and she was also happy! Win Win for everyone. |
3/22/2021
Topic:
Assessment of Learning
Sarah J. Renfrow
|
One of my ceramics projects is to cut out ceramic tools from a printed worksheet and then glue them into the correct categories/uses of tools on another sheet. I had a student who had a disability with their hand dexterity. Due to this he struggled with scissors, I accommodated him by allowing him to find the actual tools on 1st worksheet and place them on the other worksheet for me to grade. |
3/22/2021
Topic:
Tools and Strategies
Sarah J. Renfrow
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I love using tiered lessons to approach my classes which include students that have many differences such as age, background and skills. Adapting a lesson to the student as needed, allows for flexibility for my diverse students. I also use graphic organizers as much as possible to create connections between projects and content. I am a visual learner teaching visual arts, so demonstrations and examples are also tools I regularly tap into. |