1/13/2022
Topic:
Students with Disabilities
Alyssa Brandon
|
One of my students is hard-of-hearing, which can affect their engagement and response in my art class. There are a few ways I have successfully accommodated or modified instruction for this student to assist with engagement and response. First, I have changed their setting so that they sit in the front of the class. This provides the student with closer access to me as I provide direct instruction and a closer view of our presentations and visuals on the board. Next, I use assistive technology that allows the student to hear my voice amplified. Another way I provide accommodations or modifications is by using hand gestures to accompany key ideas and concepts that are being taught to help students comprehend that concept. We then put those concepts into practice using various art mediums. I encourage all of my students to simply try their best and make sure to provide them with choices. In my art room, the focus is more on the process than it is on the product. So I focus a majority of my energy encouraging ALL students to engage in their process (whatever that may look like for them) by correctly using the tools they are provided to show the skill or concept we are learning. By encouraging process over product, I give this student/every student the opportunity to do and use what works best for them as an artist, hence encouraging engagement and response for all. |
1/13/2022
Topic:
Tools And Strategies
Alyssa Brandon
|
One way I have used technology to meet the needs of students with disabilities in my classroom are I create lessons using a powerpoint. This allows me to show visual examples and text to accompany what I am teaching on a larger and more in-depth scale. This specifically helps students in my art room who are hard-of-hearing or who have a visual impairment. I also use a document camera to model art techniques for students. |
1/13/2022
Topic:
Assessment of Learning
Alyssa Brandon
|
One way to assess student learning that I am in the process of using is the use of sketchbooks (journals) to record student learning over time. Currently, I am using it in 5th grade for the elements of art and eventually the principles of design. Students record information as it pertains to the element we are learning about and then have an opportunity to practice the skill in their sketchbook. This informs my instruction. I then provide students with a verbal exit prompt to assess their learning of the skill as they leave class. This provides students with disabilities in my art room with multiple modes of assessment. |