12/19/2022
Topic:
Students With Disabilities
LAURIE HOPPOCK
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I had a student (graduated now), who had an autism diagnosis that came with a very rigid adherence to routines and his visual schedule for the day as well as affecting his ability to communicate verbally. He was very smart and loved art, but he needed individual attention and simple, broken down steps to learn new processes. Rather than rely on whole group instruction, I adjusted to first offer instruction to the table where he sat every day, then to individual instruction as needed. If he understood, he would tap my hand twice and start working, but if he got irritated those taps became repetitive hits. I learned a balance with him of a few simple instructions to get him started, then return to offer a few more steps. If I was able to offer a visual example of the task, he would work completely independently until a task was done. I think all of his teachers and our support team were astonished at what he could do once I broke down tasks and activities in this way.  |
12/20/2022
Topic:
Tools and Strategies
LAURIE HOPPOCK
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Prompt: Describe how two of the strategies discussed could potentially be implemented in your art 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.
--Task analysis strategies, breaking a task down into smaller manageable parts would really help my students develop confidence in mastering small steps while building their ability to work independently utilizing simple, clear instructions for tasks. I really like the idea of the learning contract as well. I think this would be an excellent way (and one that has real-world tie-ins) to meet with the student, make a formal agreement about goals in the classroom/expectations for work, but then offer them meaningful, engaging independent work opportunities. My students need that tie in to real world applications as well as the knowledge that they have some control during the learning process and this offers that and so much more! |
12/21/2022
Topic:
Assessment of Learning
LAURIE HOPPOCK
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Prompt: 1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the art classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
When I was working in EBD classrooms, I used two main alternate assessments in my art classroom. My students had some other diagnoses, but the majority of my students' exceptionalities revolved around their emotion or behavioral disturbances. Many had experienced such little academic success that even the idea of a "test" could set them off of cause them to disengage in the work. As such I created rubrics that focused equally on behavior and participation as it did on mastery of an art process or concept. Students could earn points for following directions, creativity within their work, completing a project, as well as providing or accepting feedback from peers or adults for their work, for adhering to safety procedures, or for assisting a peer in need.
In this setting I also employed portfolio reviews at the end of a given term rather than a "final" assessment. In this way, we could review their work over time and look at changes in their work, incorporation of new skills, and celebrate all they had learned and accomplished over the course of the term. |