5/7/2023
Topic:
Students with Disabilities
Kim Kovacs
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I am currently teaching a general ed Art class of kindergartens and one student in this class is on the spectrum and rarely communicates verbally. In the beginning of the year, he struggled to stay in the classroom for more than a minute without running around, yelling/screaming, hiding under tables, etc. Slowly but surely, I was able to get the other students busy working so I could try to hold his hand and communicate with him to understand what he was actually trying to say. It turns out that he LOVES drawing, cutting, gluing, and is AMAZINGLY skilled in this area. I made him a box of supplies with his name on it and gave him a counter. I started by leading him to it as soon as he walked in and started to show signs of stress. I guess he needed a space where he could create independently and not be required to sit and work with others. Now, he allows other students to come and work along side him. He is making friends and all the students are amazed at his skills and see him as an "exception" in a very positive way. |
5/7/2023
Topic:
Tools And Strategies
Kim Kovacs
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
Learning Centers: It is the end of the school year and I have four different centers set up for practicing varied skills: drawing skills, modeling skills, collage skills, and painting skills. Students can select the center they wish to work at and can work with partners. Examples and directions are provided however, students can make anything they want to make as long as they are practicing that skill.
Cooperative Learning: It is the end of the school year and I am going to have students working on group projects. They will work together to create a variety of 2D and 3D group projects as "challenges". Each group will have expectations that ensure all students are participating. A little healthy competition allowing students to benefit from peer partner work. |
5/7/2023
Topic:
Assessment of Learning
Kim Kovacs
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
When facilitating summative assessment for elements and principles, I completed an individual assessment for a student who rarely speaks or writes. I asked multiple questions (ex: Can you group these markers in two piles - warm colors and cool colors). I also had the student draw a color wheel, etc. They performed so well compared to had I given that student a paper and pencil test.
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