3/25/2021
Topic:
Students with Disabilities
Karine Johns
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Describe how fine arts educators can use the state and federal laws to advocate for the inclusion of students with disabiities in fine arts.
Fine arts educators have a clear position to support and advocate for the inclusion of students with disabiities in fine arts classes. As recommended for traditional academic classes, fine arts teachers can use a variety of instructional strategies to support and accomodate student learning. Among these include differentiated instruction, scaffolding techniques, assistive technology, small groupings, visual aids, and physical accomodations. Such strategies can lead to successful outcomes for students with disabilities and are often very appropriate for students to excel with their unique talents and abilities to express themselves. |
3/25/2021
Topic:
Tools and Strategies
Karine Johns
|
Identify at least two ways school and/or district administrators can support fine arts educators' use of explicit and intensive instruction for students with disabiities.
School and/or district administrators can support fine arts educators use of explicit and instensive instruction for students with disabilities by advocating and modeling goal-oriented instruction for specific outcomes, and teaching strategies that incorporate instructional routines that are specific in nature to engage all students. Strategies that include carefully and purposefully planned lessons, specific feedback, and frequent review of student learning reflects explicit instruction. Strategies such as appropiate pacing, small group instruction, scaffolding, and differentiated instruction are intensive strategies designed to meet more specific needs of students. During the IEP process, adminstrators should ensure that such explicit and intensive instructional strategies are included, as appropriate, for intervention and accomodation to meet individual needs of students. Administrators should also consider including fine arts teachers in the IEP planning process, as well as, expect the implementation of such strategies in the fine arts classroom. |
3/25/2021
Topic:
Assessment of Learning
Karine Johns
|
Identify at least two ways administrators can assist fine arts educators in learning about how to use adapted assessment in their fine arts classroom.
Administrators can assist fine arts educators in learning about how to use adapted assessment in their fine arts classroom by including them in the IEP process when decisions about student outcomes are important and necessary for student success. For a student with a disability, accomodations for practice and performance in a fine arts classroom can be defined in the IEP, with assitance from the fine arts teacher. Adminstrators can also recommend the inclusion of strategies for accomodations such as adjustments to time allowed for performance, multiple methods for students to demonstrate mastery, and/or integrating assistive technology when appropriate. |