11/25/2021
Topic:
Students with Disabilities
Scott McKean
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A couple of years ago I had a deaf-hard of hearing student (D/HH) in one of my fourth grade art classes. This student was not totally deaf but could hear on a limited basis. I used hearing amplified adapted technology in which I would the student would wear a device similar to headphones (but much less visibly conspicuous) and I would have a device similar to a lapel mike. In addition to using this technology I also made the following accommodations to instruction for this student: 1. Speaking more slowly when giving out instructions. 2. Repeating instructions 3. Writing out objectives for the day on the white board. 4. Visual demonstration of creating art projects either through me using a document camera projecting the image through a Promethean Board or from an instructional video from the Internet. The combination of all these elements worked well in assisting the student in creating the art projects. This was determined by examining how well the student understood the art concepts either through creation of art projects (by use of rubrics) or quizzes. |
11/27/2021
Topic:
Tools And Strategies
Scott McKean
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Two particular strategies/tools that could be potentially used in my art elementary classroom to address the needs of a student with disability are: 1. Venn Diagrams and 2. Chaining. In this case these would pertain to a student with ADD or ADHD. When discussing the elements of geometric and organic shapes as they appear in different artworks, I would use chaining to link the student's past knowledge of these shape types to various artworks in which they appear. If the student does not understand the concept of organic shapes I would go backward in the chain process to explain the properties of geometric shapes (those that have consistent mathematical dimensions) and contrast them to those shapes that are organic (irregular in form.) If the student already has a firm grasp of both of these shape types (or when they understand the difference between them) then I could go forward on the "chain" and show samples of artwork by different artists (via smart board/internet) to give the student concrete examples of how these shape types appear in art. As a follow up, the student would given a Venn Diagram outlining different artists and how they used these types of shapes in their artwork in a compare and contrast format. This would show the different artists from various time periods (Baroque, Romantic, Surrealistic and so forth.) The diagram would display how the artists' works might be similar to each other (in how they used the shapes) or different. A Venn diagram can help provide succinct definition of facts for the student to focus on for maximum understanding of the given art concept(s). |
11/28/2021
Topic:
Assessment of Learning
Scott McKean
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I had a student with ADD and two assessment accommodations that I used to set the stage to gauge that student's learning (in elementary art) were preferential seating and the reading of test/directions. The student could be easily distracted depending upon who was sitting near them and sometimes had trouble focusing on reading text with other visual or auditory stimuli going on in the class. To address distraction from certain students, I would use preferential seating that would benefit the ADD student. When I did this, I would move a certain number of students around too, so that this student would not feel like he is being singled out from the class. This accommodation would be utilized in non-assessment contexts as well (when giving instruction in art concept(s) during lecture and hands-on art class sections) so the student had time to get used to the accommodation and not feel like it was a punitive measure. To aid in focusing the student's attention to the directions of the test, I would also read aloud the instructions and give the student time to ask for direction(s) clarification before starting the quiz/exam. The benefit to using both preferential seating and the reading of test/directions accommodations to the student, is to create a classroom of minimized distractions so that the student can focus on the art concepts at hand for increased comprehension and retention of facts. |