1/21/2023
Topic:
Students With Disabilities
Kathryn Swartz
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I have a student with ASD. He gets distracted easily and sometimes bounces and rocks to refocus when he is over-stimulated. I have given preferential seating to be close to the front during group instruction and also allows for him to move when he needs to. He has a creative thought process and needs extra time to organize his thoughts to participate in class discussion or start a new artwork. I give him advanced notice to let him know what is coming up next. I present information and model techniques in small chunks so all students can follow, practice and experiment to meet standards and become proficient at their level. I am also able to offer more direct, step-by-step instruction when it is needed. |
1/22/2023
Topic:
Tools and Strategies
Kathryn Swartz
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Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability.
I have recorded my demonstrations to provide step-by-step instructional videos for students with DD, ADD, ADHD, ASD, SLD, or others that may need their art processes and techniques broken down or chunked into more manageable tasks. Our students each have a school-issued laptop that they can use to access these videos. They can also watch the videos multiple times for repetition and practice. |
1/22/2023
Topic:
Assessment of Learning
Kathryn Swartz
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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.
With every Final Artwork (summative assessment at the end of a unit), students are evaluated on the Design and Composition (how well they accomplished the goals of using specific elements and principles of art), the Craftsmanship and Application of Techniques (to show their degree of skill with specific art media), and a Written Artist's Reflection Statement (to show their understanding of the essential information and concepts learned). For students with disabilities that affect processing information and organizing their thoughts and ideas through writing, I created a graphic organizer to differentiate the presentation of materials and accommodate students that struggle with writing. The adapted outline can be used by students and modeled by the teacher to accommodate students that need this resource. It gives students the opportunity to "plug-in" the essential elements, principles, and concepts that they need to focus on in their writing, use the resources and notes previously provided throughout the lesson (e.g., notes, vocabulary, definitions, practice sketches) and begin to elaborate to show understanding through their writing. |