5/28/2023
Topic:
Students with Disabilities
Kim Jelen
|
- Describe how fine arts educators can use the state and federal laws to advocate for the inclusion of students with disabilities in fine arts.
Fine arts educators can use the state and federal laws to advocate for the inclusion of students with disabilities in fine arts by staying up to date on the laws and any amendment to those laws. Educators are responsible for knowing what is required of them and what is available to students and parents in education. Educators can advocate for all students by accommodating for all learners and being aware of the MTSS process. An educator can observe student behavior and performance and encourage differentiation to meet learner needs. |
5/30/2023
Topic:
Students with Disabilities
Kim Jelen
|
- Identify at least two ways school and/or district administrators can support fine arts educators' use of explicit and intensive instruction for students with disabilities.
Administrators can support fine arts educators use explicit and intensive instruction by providing professional development with modeling of appropriate strategies. Administrators can support explicit instruction by collaborating with teachers on their lesson plans and discussing differentiation. This ensures teachers have the tools they need to implement and deliver explicit and intensive instruction. |
5/30/2023
Topic:
Students with Disabilities
Kim Jelen
|
- Identify at least two ways administrators can assist fine arts educators' in learning about how to use adapted assessment in their fine arts classroom.
Two ways administrators can assist fine arts educators in learning about how to use adapted assessment in their classroom is by providing necessary resources and examples for teachers. It is important for administrators to provide professional development for fine arts teachers that directly apply to their classrooms and content. Making the tools and resources relevant allows for teachers to take them and implement them directly into their classrooms. |