3/18/2023
Topic:
Students With Disabilities
Jennifer Moore
|
I was teaching middle school art and the student when frustrated, would bang his head and yell and have difficulty follow multi step directions. We would help him through the steps, repeating and visually show each step and had visuals with written words I. Front of him. He had a buddy who would help him clarify directions. He had a wonderful sense of humor- when studying the parts of a clay pot he tried to tickle the belly. |
3/19/2023
Topic:
Tools and Strategies
Jennifer Moore
|
Describe how two of the strategies discussed could potentially be implemented in your art classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability.
I use chaining- putting tasks into smaller steps- manageable chunks according to readiness. Guided Drawings, that then release to pairing and finally independent. Often, I see the Backwards chaining as necessary, and helps release to independent learning and skill building. I also really like RAFT and use that in Art History- writing a postcard from one artist to another (student has to embody the artist writing to another like Dali writing to Kahlo.) It really perks up their interest level and makes it a fun learning experience that sticks. |
3/19/2023
Topic:
Assessment of Learning
Jennifer Moore
|
In Drawing and Painting, I have used adaptive tools, provided visuals like picture cues, guided demos, teaching in short bursts, writing information on the board, using peer supports and individual sessions to increase skills for students with ADHD, students with physical disabilities, Learning disabilities and Behavioral disabilities, |