8/21/2022
Topic:
Students With Disabilities
Rachel Peek
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I have encountered a few students with Autism. Some of them really enjoyed art and some did not. However, with all cases, I had to see what type of art resonated with them the most. For example, I had one student last year with amazing creativity but would get frustrated with mistakes and wanted everything to be 'perfect'. Once I introduced them to digital art, they were amazed with it and gravitated to it because they could simply 'undo' a mistake and make perfectly straight lines and such. For other students with Autism, I made sure to understand their interests and apply them to lessons and assignments to ensure that they would stay on task and actually want to be in my class. Some of them used art to show their emotions properly or release negative emotions. |
8/21/2022
Topic:
Tools and Strategies
Rachel Peek
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I have used technology a lot in teaching. One main way I used it last year was that I had 3 students who all were ELL and spoke little to absolutely no English. I am slightly fluent in Spanish, but there is always slang and some things I forget. As a result, we used translating sites a lot and I allowed them to type out their own sentences so that they felt they had a little more control, because it is very scary being in a place that you do not understand what is going on, so it is important to give them some choices in what they are doing. I also like using digital methods to let my other students have options as well. I have many students with ADD and they enjoy being able to have alternative methods to do the art. My students with Autism also seem to really enjoy having digital options because it is something they can control and understand a little better. |
8/21/2022
Topic:
Assessment of Learning
Rachel Peek
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Something that was very important for some of my students with Autism was to see their progress rather than just the end result. One student I had last year would always get very frustrated and stressed with the end product. So instead of stressing due dates, we built a portfolio instead and had them write/talk to me about the process and what their intentions were rather than me just looking at the end result. For this particular student, I had them take pictures of the progress of their work so that I could see their thought process (along with them journaling it, if they were able to). I could see what frustrated them but it did make them less stressed out because they knew that I could understand what they were trying to do. |