9/7/2021
Topic:
Students with Disabilities
Jennifer Harper
|
I have a student in one of my classes who is Hard of Hearing. This student does wear hearing aide devices. I have this student sit at the front of the class and repeat communications and make sure he/she has visual aide as needed for lesson.
I provide another student who is orthopedic impaired specific tools to allow them better use of their grip when drawing or painting. This student also finds it better sometimes to stand rather than sit when working on creating our projects. Taping down the paper on corners to desk helps so that he/she can focus on work and the paper moving around. |
9/12/2021
Topic:
Tools And Strategies
Jennifer Harper
|
Using task analysis as specific strategy for several of my students with disabilities. To assist these students specifically I can list steps and place them in laminated sheet , so the student can actually self -assess as they work and mark off the boxes with their dry erase marker as they complete the task listed. I would like to incorporate Semantic Mapping to reinforce art vocabulary and supplies we use for specific art lessons. If students who have trouble remembering they could go back to look at semantic map, picture symbols could also be imported if language was the barrier.
I use technology in my classroom for my classroom as a whole. I teach many lessons using my vimeo device to do step by step lessons or examples on whiteboard. I find that I can control the pace, stop as needed and do not block the view unlock when I am standing at the whiteboard. I also use lessons that have videos that can be played once for review , then replay it as a step by step guide pausing for students who may need a little more time and allowing other students to continue on their pace following the written instructions on other board.
Now that students have their own devices, this would be a great opportunity to try some of the apps and online art programs that would allow some of my students with sensory issues to create without the restriction of the dislike to how some of the way certain materials feel. |
9/12/2021
Topic:
Assessment of Learning
Jennifer Harper
|
One students disability caused obsessive and heightened sensitivity to perfection, materials, and actual change. This student had a difficult time managing their emotions and outburst in the classroom during instruction. In accordance with their IEP, I used a rubric checklist that the student could rate their work ethic, behavior, and ability to complete the lesson. Access points from the Big Idea were focused in on to be more specific to validate that the student was still obtaining the main of objective of the lesson.
I have 2 students that have OTI disabilities and verbal communication (response card communication to verify their understanding). I will have these students point to me on their work specific elements that they have used or tried to achieve on their artwork. |