7/24/2021
Topic:
Students With Disabilities
Karol Tart
|
I have a visually impaired student in my art class. I have had her for several years now and we have implemented many strategies in my class for her success with the art projects assigned. She sits at a special art table next to my white board so that when we draw or she needs to see examples of the project, she is successful because of her super close proximity. She also has a page/ board magnifying devise that helps her see enlarged versions of the work. On some occasions, I give her her own copy of the example of art we are working on. She can then physically manipulate it for closer inspection and clearer understanding of what is being created. We have found these strategies very helpful and she is performing on a comparable level with her peers in my class. |
9/13/2021
Topic:
Tools And Strategies
Karol Tart
|
There are two strategies that I already use and are very effective for not only students with disabilities but all students. I use the peer partner grouping strategy to help not only students who may have an intellectual disability but students who tend to struggle in my art class in general. I find that the same information that I have given to them can sometimes be better interpreted when given to them a second time by their peers. It is very helpful for time management, time on task, and allows me to continue with a lesson where I would have had to keep stopping for one-on-one instruction. The second strategy that I find to be very effective is Letter strategy. This strategy helps those students with memory challenges. An example of this is the rainbow (ROYGBIV) The students can always recall the colors in the rainbow and the order because of this strategy. |
9/14/2021
Topic:
Assessment of Learning
Karol Tart
|
I had a vision impaired student in my art class that I made many assessment accommodations for. She sat next to my desk in close proximity to the board and she was provided a magnification device. We used this every time we were doing any kind of white board assessment (drawing techniques, line or color studies, etc..) It was very helpful to properly assess what her true capabilities were since we had solved the disability barrier with the accommodation. When we weren't using the white board for our assessment , she had her own paper copy in front of her. These accommodations made a big difference for her. I had her in my art class from kindergarten through 5th grade. I saw a big difference in her educational gains in art once those accommodations were provided to her. |