5/22/2022
Topic:
Students With Disabilities
Scott Tilbury
|
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 recently had a student with an Orthopedic Impairment (OI), specifically neuromuscular, in my 3D arts class where we were creating work with clay. He would become incredibly frustrated when he was working with his clay assignment and then suddenly have an involuntary tension of muscles throughout half his body, mainly locking in place, causing him to sometimes drop his artwork on his desk or for example disrupt his decorative process on the piece. We worked together to come up with a solution, having him seated in front of my desk with one of his peers becoming his collaborative partner and it was simply a case of being aware he was having a difficulty mid way through his creative process and either myself or his peer stabilizing his artwork or repositioning to ensure he wouldn't get frustrated having to start again. |
5/22/2022
Topic:
Students With Disabilities
Scott Tilbury
|
Jacob Trew wrote:
I had a student with ADHD who was impulsive and often worked too quickly. His products often lacked detail and didn't show meaningful learning. To accommodate this student in fine arts (3D art projects), I would break each product down into separate steps. I allowed him to work on individual pieces of the assignments until his efforts reached the requirements of the project rubric. I provided him with frequent breaks and allowed him to sit or stand when working as he saw fit. These modifications helped the student complete projects and do more detailed work.
I find this strategy to be very successful myself, breaking the assignment down into certain mini checklist portions. They are far less overwhelmed this way, instead of dwelling on the requirement of the finished product and at times talking themselves out of even beginning in the first place. |
5/22/2022
Topic:
Tools and Strategies
Scott Tilbury
|
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 used an ipad and wifi printer as an aid for a student with autism to create a unique repetitive pattern, which they were becoming frustrated trying to accomplish, on their ceramics slab. Using the ipad they drew one snippet of a pattern with their finger and then we tiled it in sequence for a duplicated repetitive look. once we had the pattern we printed it out and used it as a stencil for them to trace onto the surface of their clay. So the end result was an exact repetitive pattern for their principles of art which was traced with a pencil leaving a light impression onto the surface of the clay, and then further carved deeper for the subtractive criteria.
edited by scott Tilbury on 5/22/2022 |
5/22/2022
Topic:
Assessment of Learning
Scott Tilbury
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have found that the use of sketchbooks for my autistic students has been incredibly successful for multiple reasons. We use their preliminary sketches of the assignment to determine ability before creating a 3D project, then troubleshooting while building and being able to visually modify while planning, and finally as a form of self evaluation relating to how well they accomplished their goal of creating their 3D object from 2D design. |