5/29/2022
Topic:
Students With Disabilities
Sherri Hart
|
It seems my most challenging students have been the ones that were easily distracted. Whether they had been given the label ADHD or not, some of them would admit to me that they were given medication before they entered my class. So being mindful of this, every day with them was different.
On the (bad days) or days that were harder for them to pay attention, I would have to show great patience, kindness and understanding yet still expect them to follow class expectations which included being respectful of everyone in the class.....including themselves. When giving my lessons, I loved using the large projector to sort of reel them in visually,I along with speaking loudly and with excitement. I found that simply changing the tone in my voice could capture them and many times my lessons included student participation. When I would notice a child off task I would call on them to join in and participate.
I always tried to make it a positive thing. I always tried to get my kids to smile. I never was forceful rather I always tried to think of creative ways to engage them. I remembered reading somewhere that people retain more when they are stress free and happy. That is why it was so important to get to know each of my kids.
I never though my brain would be able to remember each one of them on an individual basis....but it did.
It was my most challenging students that I would choose as my "helpers."
Giving them tasks and responsibilities was empowering and made them feel like they were important, and it helped create a passion in them to continue. |
5/29/2022
Topic:
Students With Disabilities
Sherri Hart
|
Jennifer Abney wrote:
I previously taught a student who was deaf. He signed up to take both my drawing and painting class. This student had the help of an interpreter, in addition to my written instructions and additional/private demonstrations. Because painting and drawing are so visual, this student easily understood assignment expectations and created several outstanding projects. By watching me, and then observing his fellow classmates, he understood what to do, and what not to do. I would communicate with him via hand signals (thumbs up sign), facial expressions (smile), and limited sign-language signs (thank you, you're welcome) I learned from his interpreter. |
5/29/2022
Topic:
Students With Disabilities
Sherri Hart
|
I believe that many times we actually learn from our students as well!
So wonderful you started learning sign to communicate and step directly into your students world!
Jennifer Abney wrote:
I previously taught a student who was deaf. He signed up to take both my drawing and painting class. This student had the help of an interpreter, in addition to my written instructions and additional/private demonstrations. Because painting and drawing are so visual, this student easily understood assignment expectations and created several outstanding projects. By watching me, and then observing his fellow classmates, he understood what to do, and what not to do. I would communicate with him via hand signals (thumbs up sign), facial expressions (smile), and limited sign-language signs (thank you, you're welcome) I learned from his interpreter. |
5/29/2022
Topic:
Students With Disabilities
Sherri Hart
|
*Describe how fine arts educators can use state and federal laws to advocate for the inclusion of students with disabilities.
Teachers so this by collaborating and co-teaching with specialists in the field of Special Education. They can share knowledge gained in the classroom to help create supports and goals for the student. They can find out what the students specific needs are and should be able to use government funding to purchase materials...etc that will aid and assist their student in the classroom. |
5/30/2022
Topic:
Students With Disabilities
Sherri Hart
|
*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 the disability.
I used my smart board to introduce numerous lessons along with power point presentations.
The smart board had large visuals that helped my learners with visual impairments to see the material. I was also able to adjust the volume to meet the need of my learners that were hard of hearing. I found that I could also incorporate some hands on practice as well to capture my learners that had ADHD...I would call them to the from to use the marker to draw or answer questions. The entire class loved the smart board technology! |
5/30/2022
Topic:
Students With Disabilities
Sherri Hart
|
Describe an example of an adaptive assessment you have successfully used in the fine arts classroom for students with disabilities.
Most of my final art assessments are final projects. I use rubrics with the final projects as a means for the student to communicate to me their process and what they have learned on a personal level. The rubrics are always the same which helps create stability and safety for kids with disabilities and it allows for students to self reflect. Every student is graded to their own unique ability and personal improvement. |