12/21/2021
Topic:
Students with Disabilities
Hanne M
|
My student is a third grader. A has Downs Syndrome and is in a general education class. She is in my Visual Arts class, I see her about once a week and have known her for about 1 1/2 year. She follows the lessons and tasks to the best of her ability, it is sometimes hard to tell how much she takes in. She often appears inattentive and likes to keep busy with her hands, twirling a string or other item. She likes to use various art tools such as markers, paint and oil pastels. Due to her limited communication skills it is difficult to see how much she comprehends or what she needs help with. She does not ask any questions or ask for help. From her artwork you can tell that she has paid attention.
I have placed this student a a table with two supportive peers who are helpful and will let me know if A needs any help. I know she will not ask me for help, so I frequently check on her progress and ask her what she is doing next. She enjoys joking around, so I approach her work this way. Sometimes, she will say what she is drawing or wants to draw and together we start with a few marks (hand over hand) which then allows her to keep going and enjoy her art making. She will laugh and repeat what I said sometimes, which tells me she enjoys the work.
I will tell her what to do next step by step as not to confuse her with too many tasks.
I remind myself to check on her frequently, because she is quiet in class and does not communicate on her own (not with her stablemates either),
I know that she enjoys creating art, because she will spend a good amount of time working on it and she responds to my prompts. |
12/23/2021
Topic:
Tools And Strategies
Hanne M
|
1. Two strategies that I could use in my elementary art class are:
Cubing as part of a tiered lesson. I would create cubes relating to a specific topic for instance "Learn about Cubism". Each side of the cube would have a task geared to a different level/specific area of interest for the student to explore. This could both be used individually, in pairs or small groups, which then can be shared with the group or the class as a whole (visual responses can be displayed). Tasks can range from : What do you see? How does the painting look real and how does it look abstract? Hands on tasks could be: Cut up a magazine photo to make it look Cubist or draw your own Cubist portrait or draw a portrait using only straight lines. The prompts would give students choices.
The other strategy which is useful and I continually practice is Chaining in order to break down tasks: This is a good way to introduce a new subject, theme or skill. It would include me demonstrating as well as talking through the activity. Also using visual graphics on the Smart Board to remind students of steps. I use this when introducing a clay skill, such as making a pinch pot with younger students. For students with disabilities, I may individually talk them through the beginning stage as they start and also use peer support for the student in the form of helpful students who can help with reminders and next steps. For students who struggle with fine motor skills, I can use backwards chaining by helping them push the first hole into the clay ball, then they are able to proceed with the remaining steps to create the pinch pot. I circulate and monitor progress and any confusions and verbally remind students of the next and last steps. |
12/23/2021
Topic:
Assessment of Learning
Hanne M
|
Response to prompt 1:
In order to fairly assess learning outcomes for my general art classes, I use many strategies that enable my students with disabilities to access information and tasks. These strategies also help all my students organize their ideas and plan the next steps in their artworks. I always use visual information, written information, demonstration and review.
I currently have a second grade student (T) with ASD. He has limited, but growing communication skills and will get stuck focusing on one element and not be able to move on, which can be frustrating to him. To assess his learning and facilitate communication, I give him preferential seating, close to the front of the room and near my desk, so that he can easily get my attention and he can focus on the visuals and written prompts.
I also clarify directions in clear and concise language, one step at a time for him to reduce frustrations. He will go to the smart board and point to the visual he needs to work on or has questions about. I also encourage him to complete his artwork by giving him his favorite art materials to use. He is able to complete his projects with these accommodations and he seems happy with his results.
The art room is a great example of a learning environment with various accommodations that benefit all students, and especially many of my 504 students, who have trouble concentrating or focusing on the task at hand. I think the key is using a variety of presentation formats and knowing the students and their interests and different ability levels. |