1/10/2023
Topic:
Students with Disabilities
Randee Vasallo
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I have a kindergartner with OI. Her arms are deformed. She needs assistants opening caps and cutting but she has definitely not allowed it to stop her. She has the best handwriting and can trace like a champ. She is not afraid to ask for help from me or her classmates. I make sure to talk to her before we begin to make sure she knows she can ask for help (though she doesn't need a reminder) she always tries first. She makes teaching her art easy. |
1/13/2023
Topic:
Tools And Strategies
Randee Vasallo
|
All my students including students with ADD ADHD OI OHI etc have school iPads they are allowed to bring them to art on any given day to use as a tool but I will specifically send a message to teachers for all students to bring when they will be using it as part of their assignment. I use a powerpoint every class with pictures, words, vocabulary, ideas and I can statements for all students to use as needed.
I use chaining often for example to learn about texture, we feel real things, create rubbings, draw texture on pre-drawn items, then incorporate implied texture in a project.
I am a slo a big fan of mapping/graphic organizers. Using a word web for example with kinder they choose a color they write in the center and draw things that is that color. the elements of art, facts about an artist, the steps for an assignement... |
1/13/2023
Topic:
Assessment of Learning
Randee Vasallo
|
Exit tickets are a great way to find out if the students got the main goal of the lesson. I also like to sue TAG where students go around the room choose two friend to write T- tell them something they like (using art vocab) A- ask a question G- give a suggestion.
Lack of self-control is an issue with many student with ADHD and OHI
I follow a consistent/strict routine with how they arrive at my door, enter my door, how or where they sit (tables or rug) I take attendance and we recite a mantra.
Class rules and expectations are posted and reviewed. Regular procedures. Alternative activities and choices in their assignments and for early finishers. Individual setting (i.e., one-on-one) Increased opportunity for movement (supplies are sometimes in a community area or on the table. |