8/27/2017
Topic:
Students with Disabilities
Kathryn Frericks
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- 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 multiple disabilities in one of my 7th grade classes. He attends class with his personal Para. This student requires movement and multiple breaks during our class. His verbal communication skills are limited, however, with encouragement and repetition of the delivery of the question or concept he will respond. He responds rapidly and then loses focus. I have found that a task sheet with illustrations to be very helpful with him. In addition to tailoring the standards to his level of understanding, I have paired him with another student. This student (who is an 8th grade intern) interacts with him, commenting on his work, and asking him questions about it. The intern works across the table from him showing their work to him, focusing on finding similarities between their creations.
By using the task sheet, I and the Para are able to encourage the student to complete a specific request prior to him taking a break. For example, if he is indicating that he wants to use his iPad, we verbally acknowledge his desire but redirect him to the task at hand with the understanding that he will be able to use his device ( for a limited time) when he has completed his task. When he needs a “moving “break, he will take a short walk around the room with his para. We have started including discussions about the art posters on the wall to engage him as he walks.
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8/27/2017
Topic:
Tools and Strategies
Kathryn Frericks
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
The first strategy I am planning to implement is the use of Semantic Maps. Often when I introduce a new concept or art style/movement, as a class we will review what qualifies as an attribute. By providing a Semantic Map to my students they will be actively participating in the recording of the qualities. In addition they will have a visual tool to reflect on when comparing and contrasting their artistic creations. For example, we started this year with a Pop Art Unit followed by the creation of the students sketch book covers. A Semantic Map would be very helpful in assessing whether the covers created meet the basic criteria of an example of Pop Art.
The second strategy I would like to introduce would be a blending of a Reflection Strategy with a Peer/Partner activity.
As a final step of project analysis, students will partner with a peer to reflect on the following questions: What parts of the assignment did you find most challenging? What part of the assignment did you find you needed the most assistance? What would you suggest as a change to improve this assignment?
The pairs would then conference with the other team at their table and collectively come up with one constructive suggestion to improve the process of the project. Each Team would present their observations with the class |
8/27/2017
Topic:
Assessment of Learning
Kathryn Frericks
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities
I have a variety of students in each of my classes. For each of my quizzes/ tests I print a hard copy for any student who needs a paper based accommodation. I will work with a small group for any of my students who need to have their questions read to them. For my students who are being assessed on Access Points, I am developing response cards with visuals so they may point to their response. In addition, as a class, we use Plickers for checking understanding. This has allowed for each student to participate in a response, no matter their capabilities. I particularly like the collection of data that is gained from the Plickers. (My students create a name plate for the semester, and the plicker assigned to them is attached to the back for ease of use) |