9/7/2017
Topic:
Students with Disabilities
Elaine Weeks
|
I currently have a vision impaired student in 2nd grade. She is bright and has a great vocabulary, and loves art! Our challenge together is "seeing" what the other students are doing in their creative artwork. I begin each lesson by asking her questions about her interests, her cultural background and family history, as we discuss the project at hand. She then has a point of view or "reference" from which we can gather ideas and associations so that she can create a piece of artwork that reflects her interests. Together we discover what is important to her and how she can make her art relevent, while still using the elements of art or principles of design. We then address the "reading" of the art through some form of tactile medium. I allow her to make suggestions and then explain what will work in this specific case and what will not and why. She remembers this exchange and it gives her fortitude and power over her creative process! |
9/7/2017
Topic:
Students with Disabilities
Elaine Weeks
|
patricia salzano wrote:
One of my students in the second grade was Visually impaired/blind. He had a one on one para who came to every art class. I made some frames with wire screening in them. When we would do a drawing activity I would tape his paper to the screen so he could feel his crayon or marker going over the paper and it also created a bit of texture so he could "feel" his drawings. When we would be talking about shapes or textures in an artists work I would also provide maipulatives (spheres, cubes, "fluffy things, smooth etc...) to help him visualize what we were looking at. |
9/7/2017
Topic:
Students with Disabilities
Elaine Weeks
|
patricia salzano wrote:
One of my students in the second grade was Visually impaired/blind. He had a one on one para who came to every art class. I made some frames with wire screening in them. When we would do a drawing activity I would tape his paper to the screen so he could feel his crayon or marker going over the paper and it also created a bit of texture so he could "feel" his drawings. When we would be talking about shapes or textures in an artists work I would also provide maipulatives (spheres, cubes, "fluffy things, smooth etc...) to help him visualize what we were looking at. |
9/7/2017
Topic:
Students with Disabilities
Elaine Weeks
|
patricia salzano wrote:
One of my students in the second grade was Visually impaired/blind. He had a one on one para who came to every art class. I made some frames with wire screening in them. When we would do a drawing activity I would tape his paper to the screen so he could feel his crayon or marker going over the paper and it also created a bit of texture so he could "feel" his drawings. When we would be talking about shapes or textures in an artists work I would also provide maipulatives (spheres, cubes, "fluffy things, smooth etc...) to help him visualize what we were looking at.
I also use manipulative with different textures to motivate and discuss art topics. I have used hot glue drawings--allowing the glue to harden-- in order to have my student "read" the images/picture we are discussing. My student loves to discover and tell me what they are "seeing" by feeling the raised glue image. |
9/8/2017
Topic:
Tools And Strategies
Elaine Weeks
|
Administrator wrote:
(Choose one)
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.
2. 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 identify or describe the specific technology and the student's disability. Share your response in the threaded discussion. |
9/8/2017
Topic:
Tools And Strategies
Elaine Weeks
|
Administrator wrote:
(Choose one)
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. The following describes how my art room utilizes and exemplifies TAB--Teaching for Artistic Behavior, ie., centers, small cooperative learning groups, task cards an self-evaluation:
TAB or Teaching for Artistic Behavior is the equivalent of learning centers in the classroom. I have provided space in my classroom for certain materials and media so that my students needs may be met throughout the day. In order to effectively provide differentiated instruction to all of my students and provide accommodations to those students with certain disabilities, I have provided a space for certain projects to be created using specific materials. At the beginning of the year I demonstrate how to use the materials and media, what projects can be accomplished with those materials and with the addition of task cards, I provide scaffolding of ideas to take the lesson to another level of creativity, once the initial project has been completed and self-evaluated by the student and or their peers. The students working in these areas may elect to work in small cooperative learning groups and consider creating their own lesson, once the initial skill set and criteria has been met. This fortifies their mastery of the materials, the intent of the big and concepts in their choice of the TAB center.
2. 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 identify or describe the specific technology and the student's disability. Share your response in the threaded discussion. |
9/17/2017
Topic:
Assessment of Learning
Elaine Weeks
|
Administrator wrote:
(Choose one)
1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
2. Think of a student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her learning. Share your response in the threaded discussion. |
9/17/2017
Topic:
Assessment of Learning
Elaine Weeks
|
Administrator wrote:
(Choose one)
1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
2. Think of a student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her learning. Share your response in the threaded discussion. |
9/17/2017
Topic:
Assessment of Learning
Elaine Weeks
|
Portfolio review is an effective way to see the development a student's progress, and therefor a way that I use it as an alternative assessment tool. The finished product supports understanding of concepts, use of materials and media, and comprehension of integration of other content areas.
I personally sit down with my students and go through their portfolio and ask questions that are appropriate for that individual student about their process. Having the finished product in front of us helps the student articulate how they got there. We can review the steps, the materials used, the artist we were covering or the integration of other subjects. This approach reminds me of "backward design"--one has a finished product and both teacher and student can determine if goals have been met. Some students benefit from this process in small group or a peer group environment This is a great way for me to observe the critique process and see where I may have to make adjustments in the creative process for a student. Administrator wrote:
(Choose one)
1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
2. Think of a student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her learning. Share your response in the threaded discussion. |