12/6/2022
Topic:
Students with Disabilities
Sarah Zidonik
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I teach elementary art. I have a 4th grade student recently diagnosed with ADHD and has had a 504 plan. Throughout the last year he has struggling with staying on task and following directions, even though he loves art. His classroom teacher has a point sheet he brings with him to specials classes to keep track of his progress in behavior in art. The fewer reminders he needs, the more points he gets. His mother reads these sheets daily and discusses any matters in the notes section with him. This has created a strong home-school connection. He does well with preferential seating and responds to being given a lot of choice in his work. Once he is able to make personal choices within the scope of the larger project we are working on, he becomes very focused and involved with his work. |
2/3/2023
Topic:
Students with Disabilities
Sarah Zidonik
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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 needs of a student with a disability.
Learning centers can be used in my classroom as a way to address the needs of a student with a disability. In my visual arts classroom, tables can be set up with various arts activities. Some of them could be set up with particular prompts that may support my students and some stations could be set up with particular skills to be practiced by all students and with targeted support and time for students with disabilities, depending on their disability and needs. For example, if a student needs support with fine motor skills to set them up for success with an upcoming collage project, a cutting and gluing learning center can be set up for low-pressure practice using these skills. |
2/3/2023
Topic:
Students with Disabilities
Sarah Zidonik
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Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
Preferential seating has been critical in including students with visual impairment to be able to see the introduction and demonstration of lessons, ideas, and techniques. I had a student with visual impairment that I was unaware of until they brought it to my attention that they'd like to sit closer to the front to be able to see the information I was presenting. After he moved to the front he was able to focus on the content presented and had fewer behavioral challenges.
Timing is another accommodation that has helped students with disabilities and other students keep up with the content. Sometimes students will come for extra time to complete an assignment during free periods (recess, etc).
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