5/24/2021
Topic:
Students with Disabilities
Shelby Brommer
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I have a student in one of my classes with an orthopedic disability, only having two fingers on each hand. He has adapted very well to art. He is able to draw holding the pencil, crayon or paint brush using both hands. Occasionally I accommodate him by helping his with a lid on a glue stick while cutting. He has special adaptive punch scissors that aid him in cutting but with small cuts he sometimes needs extra support. |
5/25/2021
Topic:
Tools And Strategies
Shelby Brommer
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1. In my visual arts classroom I could see myself using graphic organizers as well as task cards. With the graphic organizer we could use a semantic map to describe art materials and artists related to a particular style/movement. Venn Diagrams could be useful to compare and contrast different elements and principles of art. This provides a visual map to students with disabilities and is something they could refer back to throughout the lesson. Task cards would be great to link in with a learning contract. After giving a class a topic, students could choose a task card that relates to that topic and matches the tier and level they are comfortable with. This could be done at their own pace and then linked in with the learning contract between me and the student.
2. Technology has been a great help in my art room. Using my overhead projector has magnified the size of what I demonstrate to students which is perfect for students with a visual impairment. Being able to demonstrate and model is great for students at all different tiers. I have also worn a device to help students who are hard of hearing be able to clearly hear what I am saying. |
5/25/2021
Topic:
Assessment of Learning
Shelby Brommer
|
1. I have used an exit ticket before in my elementary art room to assess understanding of a lesson. In third grade one year we studied Frida Kahlo by reading a book together as well as looking at visual examples. Students had to share a fact they learned about her on a sticky note at the end. This allowed me to check for understanding and see if students picked up on key concepts. Breaking this up into bursts where we studied, we checked for understanding, and then applied the information to our own artwork was helpful to accomodate students with disabilities, such as those with ADHD who had a hard time with engagement.
2. A particular student who comes to mind is one who had an emotional/behavioral disability. If she made a "mistake" in her artwork (what she perceived to be wrong) she would completely shut down and sometimes have violent tendencies. A peer partner proved to be a positive accomodation for her as they provided encouragement and reiterated skills we had learned in the lesson. She also benefited from one-on-one instruction for me; I showed her a visual card I have of all of the different ways that you can fix a "mistake" and encouraged her that there really are no mistakes as everyone has a different style they create in. She responded positively to these changes and has come to me to show me how she fixes her mistakes now. |