7/11/2023
Topic:
Students With Disabilities
Lisa Lloyd
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I can’t bring to mind a specific student with a disability -- I know I’ve had some that were likely ASD but I have not been privy to their IEPs. Each of these kids was different and with each of them, I had a different response. It might have been as simple as moving them to another table away from over-stimulation, going over the instructions for a project with them individually with frequent checks for understanding, perhaps coming up with a variant in media or outcome that worked towards their strengths. It’s a student-by-student thing on a day-by-day basis that covers the kids diagnosed with disabilities as well as the kids that have slipped under the radar and the kids that have simply never had any experience with art and art making materials. |
7/11/2023
Topic:
Tools and Strategies
Lisa Lloyd
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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.
One of the strategies that I need to implement in my high school art history class is note-taking. I’m not sure yet whether the Cornell system or guided notes would work best but as the kids I’ve had the last year or two haven’t been taking notes, almost anything would be an improvement. This would not only address the needs of a student with a disability but the class as a whole both in achieving success for this one semester and setting them up for success in other classes at the high school level and beyond.
The second strategy for both art history and my 2D and 3D classes would be a greater use of technology-- a challenge for me as I am something of a Luddite. I need to incorporate more ‘fun’ aspects to engage the students in art history while continuing to deliver the mandated content. In the studio courses, I have been allowing some students to complete selected assignments digitally (usually with Procreate or Tinkercad.com) once they have demonstrated a grasp of the basics.
I'm also thinking that Learning Contracts could help my AP Art & Design kids (with or without disabilities) stay on track with their portfolios. |
7/11/2023
Topic:
Assessment of Learning
Lisa Lloyd
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have given students extra time (extended the due date and have opened up the classroom during lunch and after school) with individualized instruction/coaching in order for them to successfully finish projects. For the art history class, I post all course material to our LMS including the slide show with my notes and other resource materials. |