2/24/2022
Topic:
Students With Disabilities
Renee Wuhrman
|
I teach High Art and have a student in my class that is on the Autism Spectrum among other learning barriers. She wears a rope type necklace around her neck that holds 10-20 visual cards that she can look at when she feels overwhelmed/or stressed out. She is a really good student but works way to fast and doesn't put effort into her work and habitually complains about how she is so bad at art and doesn't know how to do anything. She also loiters my desk to the point where it is interfering with my instructional class time. I keep a constant demeanor with her and feed her with positive verbal praise. I also make a point to make her my helper when posting/exhibiting student art in the hallways (this makes her feel she is worthy and needed). When she finishes projects too early, I direct her help some of my struggling students to catch up on missing work. For example, we were doing an animal collage/paint poster, and she was helping a student cut out different color pieces from magazine pages for their collage as the other student was painting. This peer collaboration effort promotes a sense of importance and belongingness. |
2/25/2022
Topic:
Students With Disabilities
Renee Wuhrman
|
I have a student with Autism and a vision disability in my IBDP Art class. This class is the last block of the day and it is only 40 minutes long. Following his IEP, the para has to escort him to to bus loop 15 minutes prior to the dismissal bell, therefore, he misses a lot of the written and visual work. I accommodate him through technology by use of the Smart Board and Google Classroom. I post all the notes and material in the stream section of the Class. This way he can magnify visually the content to his preference. He has the option of finishing at home or I pull up the stream the next day so he can fill missed notes. This works very well and he knows what to expect and doesn't feel like he missing anything by leaving early. |
2/25/2022
Topic:
Students With Disabilities
Renee Wuhrman
|
I once had a student with a TBI in my art class. This student struggled with a peripheral vision disability/ and was easily distracted. As per his IEP accommodation plan, I strategically placed his seat in the center of where I do all class demonstrations and how-to's. This allowed him to see straight ahead and the possibility of being less distracted by peers standing around the table. This seating arrangement provided the student with opportunities to focus, observe, and participate with minimal distractions, as well as my watchful eye. Therefore, when the presentation of the lesson/project was released to the student (s), he was better prepared and knew what was expected of the task. |
2/25/2022
Topic:
Students With Disabilities
Renee Wuhrman
|
Linda Ayad wrote:
I had a student who had severe Behavior problems. I used positive behavior support strategies and found that frequent positive support gave her a lot of confidence. I also used tiered lessons in art class because she had difficulty following several step activities and staying focused. |
2/25/2022
Topic:
Students With Disabilities
Renee Wuhrman
|
Linda Ayad wrote:
I had a student who had severe Behavior problems. I used positive behavior support strategies and found that frequent positive support gave her a lot of confidence. I also used tiered lessons in art class because she had difficulty following several step activities and staying focused.
Try putting on soft background music if you have the ability. I find that it calms the classroom and promotes creativity as well as a happy environment. |