1/10/2018
Topic:
Students With Disabilities
Richard Jansen
|
I remember a student with Autism. He was extremely intelligent and quite meticulous about everything he did, but there were times when he was not as focused as he could be or he became fixated on small details that would prevent him from quickly completing an assigned task. (He would not often require extra time to complete an assignment or a test but of course when necessary it was provided.) I honestly found that listening to his concerns and offering words of encouragement would help him "let go" and move on to expedite completion. it took time but he did improve! I have heard from him several times since his graduation and he's always happy to catch me up on what he's working on in college. I'm very proud of him. |
1/10/2018
Topic:
Students With Disabilities
Richard Jansen
|
Chris Oxford wrote:
I have had a few interesting cases over the last few years that I experienced for the first time regarding students with disabilities. For this discussion, I would like to discuss one in particular - I have had a Hard-Of-Hearing student, and an interpreter came with the student to class everyday. She and I would discuss the lesson plans of the day, collaborate on instructional ideas and deliveries, and it was a real lesson for me. It was good for the student to also branch out and work with peer groups, as I am sure it helped not only his confidence but his social skills and educational skills for the course.
Great job, Chris! I have yet to have a Hard-of-Hearing student but it sounds as if was handled well and also mutually beneficial. Keep up the good work! |
1/23/2018
Topic:
Tools and Strategies
Richard Jansen
|
I teach motion picture production so technology is used almost daily in my classroom! Despite all of the tools at our disposal I think the tripod becomes one of the most useful at times! I have had several students that could be described as "unsteady on their feet" and a tripod has truly helped them record the desired shot. I have also found that the tripod typically helps keep the camera (and the student) focused on the desired subject. Sometimes students with hearing challenges will find that noise cancelling headphones are extremely helpful in monitoring the sound as well... |
1/23/2018
Topic:
Tools and Strategies
Richard Jansen
|
Brooks Tracey wrote:
Self-evaluation and Reflection are great strategies to implement into an art room, especially when talking about one’s own artwork. Through the use of careful questioning, students could use self-evaluation at the beginning, middle, and end of a project in order to obtain a more successful work of art. Constant reevaluation is key when creating a piece of original art. Reflection strategy could help students with disabilities to learn from their efforts before moving onto their next project.
edited by Brooks Tracey on 1/4/2018
We often use self-evaluation and reflection upon completing our short film projects. The students ask themselves questions like, 'how could i shoot my video more efficiently next time?' or 'what parts of pre-production seem to be the most helpful to me?' |
1/24/2018
Topic:
Assessment of Learning
Richard Jansen
|
1. 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. Share your response in the threaded discussion.
Over the years I have had students not only with both long term and short term memory challenges, but also problems with focusing on written assignments in general. One of the alternative assessments I like to use is a KAGAN idea with 3 x 5 cards. After carefully choosing from a list of our film and television "lingo," the vocabulary words would be written on one side of the card and on the other side of the same card the definition from another word. After a student reads the word on their card, it is up to another student who holds the definition to that word to identify themselves, read the definition and then read their word aloud. This process would continue until all vocabulary and definitions were completed. It forced the students to stay on their toes and usually made for a fun time in class! I believe it also helped improve vocabulary quizzes and other types of both ongoing and summative assessments. |
1/24/2018
Topic:
Assessment of Learning
Richard Jansen
|
I actually really like the idea of the "Ticket Out the Door." I'm glad it worked for you!
Chris Oxford wrote:
(Option 2) I currently have a student in my Broadcast Journalism course who has Social Emotional Behavior issues (a Specific Learning Disability). She had been previously diagnosed with Autism Spectrum Disorder and Generalized Anxiety Disorder. When first working in the course, she did not engage with other students and was easily anxious and frustrated when the class (a large "elective" course with almost 40 students) would get loud or disorderly early in the year. As the course has progressed, I have placed the student with small peer groups in a more quiet environment, where she has had the option to utilize hands-on activities such as creating computer graphics and titles for our daily news program.
To answer the overall question, I feel that the Ongoing Assessment branch (using "Ticket Out the Door" cards, as well as simple "Reflection" worksheets and verbal discussion in a quiet and focused setting) will help the student achieve mastery in the course.
edited by Chris Oxford on 1/24/2018 |