3/23/2021
Topic:
Students with Disabilities
Samantha Shaffer
|
- Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
Before I was an art teacher, I had a 3rd grade student with an Emotional Behavioral Disability. He would not participate in whole group learning and when I would speak to him, he would put his head down and generally wouldn't respond. He often lashed out at other students when he was frustrated but he would mostly keep to himself. I strategically placed him with other students whom he got a long with and I would talk to him after I taught the lesson to hep him understand the content. We also had an assistant come in to work with him during whole class instruction once a day. |
4/8/2021
Topic:
Tools And Strategies
Samantha Shaffer
|
Peer partners in the art room could be very beneficial for students who struggle in multiple areas. I actually teach my son's art class and he has some sensory and focusing issues. I could see how pairing him with a partner who could help direct him to the next step would be beneficial as he'd have that accountability while still maintaining his independence. Of course, those partnerships would need to be monitored and strategically placed as it would be easy for a child with higher abilities to do the whole project for the other child. But, overall I think that the child with the higher abilities could thrive in their ability to help someone else through modeling the tasks and encouraging the student with disabilities to move on to the next step.
Task analysis would be another great way to help learners in the classroom. I often hand out drawing guides when I am also doing directed drawings because it helps the students see what's coming next. I can see the task analysis going even deeper depending on the need. Let's say the student is unable to follow the basic steps of completing the assignment. I could break it down into smaller steps and include pictures and that sheet could be taken out every time he/she comes in. It could include anything from "Check that you have the supplies you need." to "When you are done with your art, look at the board or ask a friend to figure out where to place it." This would help his/her need for clear direction without getting overwhelmed.
edited by Samantha Shaffer on 4/8/2021 |
4/13/2021
Topic:
Assessment of Learning
Samantha Shaffer
|
One way that I've accommodated students with disabilities in the art classroom is by modifying the materials that are being used. A tracer or a pre drawn/cut circle helps give certain children with fine motor issues the ability to complete the project's criteria while simplifying the process. I will also repeat directions specifically to those children with attention difficulties by going over and simplifying the directions one on one. Or I will have them try to explain what they need to do first. Sometimes having them verbalize what they need to do greatly helps them. |