11/11/2021
Topic:
Students With Disabilities
Zuleyma Davila-Perez
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I currently have a student with autism in my Studio Art class. He always wears his hair covering his face, he has never used any verbal communication with me or his classmates, which makes it difficult to know if he is listening. It took me over a month to find an effective way to communicate with him and get him to understand the instructions for each assignment. Even though I always have the "step-by-step" instructions posted on the board, I couldn't make any eye contact with him. I finally realized that he responds perfectly to simple and specific instructions written on a piece of paper. Since I started preparing individual worksheets for him, I have seen how he has performed better and even shown creativity and originality in some of his art pieces. |
2/19/2022
Topic:
Tools and Strategies
Zuleyma Davila-Perez
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I already use some of those strategies in my class but I definitely have to use more "Tiered Lessons". I have large classes and too heterogenic. it is difficult to achieve that 100% of the students achieve the goal of each lesson. Adjusting lessons, varying the level of complexity, the time, and modifying the use of materials is definitely one way to be more effective. When I explain the instructions to my students with disabilities, I go step-by step using less complex vocabulary, more examples, visuals and take time to make sure they understand the purpose and what I expect from them. I think the "Tiered lessons" provide more individualization and I am able to reach my student needs. Now, I have to implement it also in other of my classes where the diversity is even greater.
Other strategy I should try is "Grouping practices". in the past I experienced how trying to do cooperative work, my students with disabilities were left behind by their problems integrating and communicating with others and that worried me. But now I know that grouping practices can be implemented in different ways; such as assigning a "peer partner" to my visually impaired students or having another student model the safe use of art materials for my student with ADD. |
2/19/2022
Topic:
Assessment of Learning
Zuleyma Davila-Perez
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I have one student with Autism in my 2D Studio Art class. In the beginning it was hard to monitor his progress or understanding. After I tried different strategies, I realized he respond well to written instruction and drawings. Now I use exit card where I ask him to draw what he learned or draw and example of the concept studied and he is able to show me his understanding in his own way. In addiction, at the end of the lesson I use rubrics to grade my students work and performance. I adapt the rubric for him, for example, if the others students have to show the use of 5 type of lines in their drawing, he should show at least of 3. |