10/10/2022
Topic:
Students with Disabilities
Teresa Johnson
|
- 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 taught Elementary art for many years. I can not even begin to share the vast experiences I have had with students with behavioral, emotional and intellectual challenges. Back then, we were not educated on ways to teach/support students with disabilities. There are so many resources now to help teachers in all learning/teaching environments be more effective with students with special needs.
In the artroom, our students are usually seated at tables. it makes it easier for supplies to be distributed and creates an environment for learning from others and encouraging production. This of course depends on the talents of the teacher and his/her ability to monitor the classroom. In that type of setting, students can be behaviorally disruptive or not, to others. We encourage, by positive reinforcement, good behavior. When there is a disruption, if the teacher is circulating the room properly, the student is reminded of classroom expectations and rules for all. These are general, but expected to be followed by all. Significant time at the beginning of the year, and throughout the year is spent reviewing these. There is a time-out option and a "reset" option giving the student a chance to make positive changes to his/her behavior. One of the two options are usually chosen. If not, student and teacher analyze the problem and create a positive plan so the behavior will not happen again. This may occur after school, during a break and with the classroom/ESE teacher. |
12/5/2022
Topic:
Tools And Strategies
Teresa Johnson
|
1. 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 the student's disability. Share your response in the threaded discussion.
I am especially fond of visual, tactile and motor instructional strategies in the artroom to increase learning and facilitate content comprehension. Chaining is always helpful with the younger learners. Making a clay pot or rolling a coil should be broken down into sequential tasks. Identifying each step and demonstrating it to the class, or having a visual made showing the steps is very helpful to ALL students. Peer partners help build confidence at this time also with a challenged learner. This is also where mnemonic instruction can be used as well. Using keywords that were already taught such as roll, pinch, smooth or score the clay will keep even the most challenged learner on task.
|
12/5/2022
Topic:
Assessment of Learning
Teresa Johnson
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
We have many students with challenges. One in particular was gifted and Autistic. I designed a personal assessment (student driven) for her to use on a daily, or by class visit. She was instructed how to use it and enjoyed doing self assessments at the end of each class. Her classmates thought it was so cool they wanted one also. I made copies, bound them and later found out the students were sketching in them as well. At the end of the semester, I was able to use the assessment books for my own assessment of each student and I was guided by their input as well. |