2/5/2023
Topic:
Students with Disabilities
Jessica Scott Dunda
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I had a student with an Emotional and Behavior Disability whose learning in art was affected because he had a difficult time expressing himself appropriately with other students, verbally and through his art. For example, when we shared through a cooperative learning about Stand-Up Hand Up Pair Up what our dreams were in the future (after reading the book Dream Big by Deloris Jordan) and prior to drawing self-portraits, the student shared his Big Dream was to physically hurt the people who had told on him (for inappropriate behavior) in a prior class period. When we drew the self-portraits, he followed along with my modeled draw, and then added red paint all over the drawing saying it was blood. I cued, prompted, re-directed him calmly and also (after class) spoke with the guidance counselors, assistant principal, his teacher, the social worker, and behavior specialists at the school, but this was typical behavior for him. When he comes to class I give him extra attention, talk softly to him, encourage him, use positive behavior supports and praise. I give him proximity in his seating, flexible seating, ignore attention seeking behaviors when possible, and use shortened assignment criteria for him. |
2/5/2023
Topic:
Tools And Strategies
Jessica Scott Dunda
|
I use technology in the art room to record myself doing the modeled draw prior to teaching the lesson.. Then I use a slowed down version of the playback speed and am able to show the video of the modeled draw while I walk around the room and assist students. Students also ask for me to pause the video- which helps them be successful because they can start over, erase, adjust their drawing, or have me assist. They feel more in control of the drawing because they have multiple opportunities to practice or start over. It helps clarify the expectations and instructions. This helps many varying exceptionalities including those who have EBD, ADHD, SLD, and SP/L and OT needs. |