7/29/2017
Topic:
Students With Disabilities
Brian Hubbard
|
I currently teach visual arts in middle school and last year I had a seventh grade student with a disability. She was labeled as Other Health Impairment and Language Impairment. In my class her greatest challenge was visibility. Even after accommodating her with a seat in the front of the room she was having a difficult time seeing and understanding when we talked about an artist or a work of art. To further accommodate her I printed out a weekly paper with the artist and artwork that we would talk about in class so she could take them home and review before talking about them in the classroom. She loved reading and really enjoyed being able to read about the artist before we had discussions in class. |
7/29/2017
Topic:
Students With Disabilities
Brian Hubbard
|
Renee Reyes wrote:
This year, I had a student in my ceramics class with autism. She loved to draw and really wanted to work with clay too. She was able to create most of the projects the students were making. She was very engaged in the process of creating, but needed one on one assistance. I was able to partner her with another student to assist her. We often incorporated themes in her artwork to reflect her likes and interests.
I also work with ceramics at my school and use this strategy with any of my student who I find are struggling with the clay process. Pairing students with other students is very beneficial to their learning gains. |
7/29/2017
Topic:
Assessment of Learning
Brian Hubbard
|
Option 1: There are multiple types of adapted assessment used in my room during a test. For example I had an SLD student that needed test to be read out loud, so I read the test to the student next to my desk and allowed the student to have extra time to complete the test so that they can process the information correctly. Another example is the reduction of answer choices on a multiple choice test. When grading studio projects students are given a copy of grading rubric. Our special education student are provided with a copy of class notes with clarified instructions.
edited by Brian Hubbard on 7/29/2017 |
7/29/2017
Topic:
Assessment of Learning
Brian Hubbard
|
marie Hosker wrote:
I had one student who had severe dyslexia, specifically, Irlen Syndrome. His reading suffered until I researched and read that he would have less trouble if we did not use black on white print. I started printing his assignments and reading material on colored paper. We found that the mint green worked best for him and he began reading faster and retaining more. He liked drawing on mint paper also. He said he had less eye strain.
That is a great accommodation that you provide for your student. I'm sure they really appreciate that you took the time to research their specific syndrome and were responsive to their needs. I find many students enjoy using different colored paper to complete work on. |
7/29/2017
Topic:
Tools and Strategies
Brian Hubbard
|
Option 2: In my classroom I utilize an audio enhancement microphone for my students who are hard of hearing. It benefits not only them but other students in the room who may have a difficult time hearing from the back of the room. To further assist my special need students I use a document camera and project on screen explicit modeled demonstration for our various projects. |
7/29/2017
Topic:
Tools and Strategies
Brian Hubbard
|
Jan Miller wrote:
I taught myself to write Grade One Braille in order to write summer letters and emergency messages to my blind roommate in college, I still have my slate and stylus and can write short messages or instructions to my visually impaired students.
That is really great that you could share a skill you acquired in college to communicate with a friend that you can use with your students with disabilities. |