12/29/2022
Topic:
Students with Disabilities
Jennifer Griffin
|
I also have a student with a profound hearing loss and short term memory loss due to cancer. The student did not suffer with the medical condition until they were in elementary school age so they are able to communicate, create and manage emotion/behavior with my help. One way I help the student adapt is placement in class (and subtext if auditory examples are used). The student has also provided me with a microphone which works with there hearing aids. In addition, I check in in regards to understanding and repeat instruction and jot down critical points to keep the creative process fluid. In addition, I also pair the student with other students who are helpful and understanding. |
12/29/2022
Topic:
Tools and Strategies
Jennifer Griffin
|
I had a student with a TBI who seemed to grasp the overall content of the lesson but would need repetition with the skills that being honed. With the aid of an IPAD, the student was able to make connections while viewing examples of art work and focusing in on a particular skill ( line, shape, form, etc...) Recreating the eye hand coordination on the IPAD helped the student to gain confidence to recreate these strokes on paper and later, in their work. |
12/29/2022
Topic:
Assessment of Learning
Jennifer Griffin
|
I've adapted assignments or allowed for alternative assignments for students that were on the Autistic Spectrum. I had one student who really enjoyed folding paper but did not like using other materials such as paints, chalk, etc.. I allowed that student to create their works out of folded paper (which included still life models, landscapes, etc..) The student embraced color by using different colors of paper and would cut the paper to represent texture. |