9/2/2017
Topic:
Students With Disabilities
Jay Chris Hardison
|
I Taught Visual Art last year and again this year to several hearing impaired students. I always make sure they are positioned within the room so that their view of me and the instructional screen is not obstructed. I use PowerPoint presentations on the screen to reinforce my spoken word so they can read along to help support verbal instruction. We also utilize a microphone system that I wear around my neck. The device amplifies my instructions directly to hearing aids the students wear. Between the visual support onscreen and the hearing amplified devices the students typically interact and create as well as those non impaired students. |
9/2/2017
Topic:
Assessment of Learning
Jay Chris Hardison
|
Heather Hatfield wrote:
In my classroom, I have used preferential seating for students who have trouble seeing clearly and also read each question on the assessment aloud. These strategies help all of my students to do their best work whether or not they have disabilities. In addition, I monitor their work as they complete each question. Each question is posted on the screen to enable everyone to answer the same question at the same time. Students give me a "thumbs-up" sign when they are ready to proceed to the next question. This gives all students, especially those who have trouble concentrating and processing information, a little extra time to respond. For those who need even more time at the end of the assessment, I allow students to ask for particular questions to be repeated, if needed.[/quote
] I have used the same approach with students allowing them to view the question in a powerpoint presentation as I read the questions allow. Most often, a student who has delayed literacy issues will not be successful in other subjects that do not support their ability to read the questions or answers. |
9/2/2017
Topic:
Assessment of Learning
Jay Chris Hardison
|
Following a lesson where I have introduced new elements or principles of art, I assess the class on what they understood and what we may need to revisit before moving into our studio portion of the class. I have created a multiple choice game incorporated into PowerPoint that allows for individuals to answer questions or table teams to collectively arrive at their answer. For my ESE students this allows for them to be peer supported and to work through finding the correct answers. It sets them at ease and they soon are willing to answer on their own versus consulting their table team peers for support. It provides me a snapshot if collectively they "got it" and also which students need additional support during the studio portion of the class assignment. |
9/2/2017
Topic:
Tools And Strategies
Jay Chris Hardison
|
I currently use graphic organizers within PowerPoint during my lessons to map out the process to students prior to moving into the studio portion of our lessons. I also model the steps for them as we begin. I typically will leave the slide up with the organizer shown so that we can refer back to it. For my ADHD students they often can get started but then don't recall the next steps and become unfocused. Having the organizer up for reference helps me and also is a visual map to remind them where our path is leading. |