10/27/2021
Topic:
Students with Disabilities
Michelle Kurasz
|
At my previous school, we had a self-contained ASD unit. These students were all considered severe and the LRE was a self contained classroom. Many of my students were non-verbal, could not make eye contact, used stimming to self regulate, and had poor fine motor skills. To accommodate these students, I worked with them individually differentiating my lesson as needed. Some accommodations I used often were hand-over-hand instruction, reduced stimuli, repeating/paraphrasing, and chunking into digestible bites. Students I was not working with currently were given the choice of various creative learning centers where they were able to imagine, create, and advance their fine motor skills with blocks, puzzles, magnets, play doh, legos, etc. All students were able to be successful when given the supports they needed to complete the steps of artwork creation. |
10/27/2021
Topic:
Tools And Strategies
Michelle Kurasz
|
- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
Discovery learning is an excellent tool for critiquing artwork. Any student with a disability can analyze their own or the work of master artists, without the fear of an incorrect response. Through this process they can express what they see and what they believe the artwork is trying to convey. This is also an excellent way to observe personal artworks more closely and reflect on how to improve.
I use chaining with students with disabilities when we create artworks over multiple weeks, completing small steps broken down into even smaller steps at a time. Through modeling in small groups/one-on-one I can ensure students with disabilities are able to be successful at any given art technique.
- Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
Several of my students with learning disabilities struggle to show their knowledge through reading and writing. I use Plickers cards to easily assess student understanding without the use of paper/pencil forms of assessment. Plickers are a set of QR coded cards that can be assigned to each student. Depending on the orientation of the card, they are providing a letter A, B, C, or D as their response. I can see what a student truly knows by providing verbal presentation of the question and a way to respond without physically recording their answers. |
10/27/2021
Topic:
Assessment of Learning
Michelle Kurasz
|
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
My students with disabilities are able to participate in assessment successfully through the use of Plickers assessment cards. The cards each have a unique QR code and are assigned to each student. The students turn the card to a different orientation to give their answer: A, B, C, or D. SWD sometimes have trouble understanding how to use the cards, so I will assist them through modeling one-on-one until they understand. I orally read each question and answer choice multiple times. This formative assessment allows me to see what my SWD know even if they can't express it in traditional ways. |