5/17/2016
Topic:
Students With Disabilities
Jayce Ganchou
|
I had a Student with MS in my drawing class. I had to help him set up his pencils board etc. I adapted a drawing board to fit to his wheel chair in order for him to be close to his work and freedom to draw. He was in early stage and had pretty good range of motion in his arms but his hands had a hard time picking up and gripping the pencils and holding on to them. I had foam adapters to put on the pencils and had to help him sharpen them and occasionally help rotate his drawing board. I allowed him to scale the size of his subject matter from the rest of the class but once he got going his attention to detail was great and he was able to work as long as I or his aid stayed close by for some assistance with tools or board. |
5/17/2016
Topic:
Tools and Strategies
Jayce Ganchou
|
I often have students with ADHD/Learning or Behavioral Disabilities in my art classes...for the most part their conditions are a problem in other general core classroom settings. In my room, studio based 3D courses, the student has hands on learning, demonstrations, Lots of Visuals. I locate these student and try to move them close to me and also include them in groups with students they are comfortable with and work well with. I always provide lots of visuals and examples of what we are doing as well as up close hands on demonstrations. I have sketchbooks for all students and I have them write procedures, art terms and other instructions in daily. I also have two boards with daily goals and expectations and another with procedures and examples. |
5/17/2016
Topic:
Assessment of Learning
Jayce Ganchou
|
Adaptive: Again with one of my bigger challenges was one with a Student with MS and i had to adapt all o the drawing instruments for his hands and adapt his board for his wheel chair. Orthopedic disabilities make you problem solve to adapt your lesson and the materials to each individuals needs. |
5/19/2016
Topic:
Tools And Strategies
Jayce Ganchou
|
Option 1: Two strategies I implement in my art room...Breaking Task Down-Chaining-I call it Chunking. I give a overall presentation of the project with Pictures of Student examples, Artist examples, Then give demonstrations or how to do in chunks. I like to break the lessons down into easy small bits, also write those steps on the board...when someone reaches the next level I demonstrate the next level and so on. Adding steps as we go. With Students with ADD or comprehension issues this allows them take small steps, then move one when successful and allows time for corrections and improvements then build on prior steps. I also have my Students do at various times and especially at the end Self Evaluations slips. It helps me find out what they struggle with and need further assistance. They also see where there are according to the rubric. |
5/20/2016
Topic:
Assessment of Learning
Jayce Ganchou
|
Option 1: All of my art students get a sketchbook, I have them do all their thumbnail sketch plans, ideas, notes and art terms in that. I have them fill out a self evaluation as well on every project and that goes in their sketchbook also. So, during each project I and each student go through the sketchbook to progress through each individuals art project. ADHD and even social behavioral and anxiety type students find it easier to sit and talk about their work or ideas with their sketchbook because they can get it all out and show pictures and references and together we can clearly see where each student wants to go with their project and we can come up with best way to do...I love this form of brain storming/problem solving method. Less confusion and the student has better chances of success. |