1/19/2022
Topic:
Students with Disabilities
Natalie Hyder
|
Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I have a student with a visual, speech and orthopedic impairment in my elementary visual arts class. Because the nature of visual arts is mostly visual, I had to think of other ways the student could engage in the art making process. I added essential oils to the paint so he could decide what color paint to use based on smell. I also provided him a tray with a slip pad underneath so his paper wouldn't slide while working with it. I also provided various textures, like feathers, poms, paper, pipe cleaners, etc. to create with. To study shapes I glued yarn to carboard in common geometric shapes, so he could feel the outline of the shapes. His disabilities enabled him to work with color, line, shape and texture in conventional ways, however I used alternative methods to accommodate. |
1/20/2022
Topic:
Students with Disabilities
Natalie Hyder
|
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.
I have non verbal students that come with a self contained class. We use iPads to help them communicate what they want to work on. They are able to select colors and shapes that they need and the iPad says the word they select. Students are able to show their understanding of a visual arts concept; for example identifying shapes, through the use of the iPad. |
1/20/2022
Topic:
Students with Disabilities
Natalie Hyder
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have many students with ASD. Many of them have sensory sensitivities. To address this I create multiple centers that target different modalities of learning. For example with in a color unit, each center addresses color but one center uses gross motor skills, one uses fine motor skills, one center uses a wet texture, and at the end of class I play a color song. Each student rotates centers after 5 min. This way I am able to access student's recognition and knowledge of color in various ways. If a students has a sensitivity to one texture, I can access them at a different center. |