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TEACHING STRATEGIES FOR STUDENTS WITH EXCEPTIONALITIES IN THE SECONDARY ART CLASSROOM WITH A FOCUS ON STUDENTS WITH AUTISM, DOWN SYNDROME, AND VISUAL IMPAIRMENT

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Date Issued:
2017
Abstract/Description:
The intent of this thesis is to discover teaching strategies for students who have exceptionalities with a focus on students who have Autism, Down syndrome, or Visual Impairment and how these teaching strategies can be used to teach students in a mainstreamed secondary art classroom. Since the mainstreaming of the public school system has increased, students with exceptionalities have caused uncertainty among teachers about which teaching strategies to use in the classroom to meet all of their students needs. New teaching strategies need to be brought into the classroom to change the way students are learning. This thesis will include: the general facts, characteristics, accommodations, and modifications of Autism, Down syndrome, and Visual Impairment. An understanding of how students with Autism, Down syndrome, or Visual Impairment learn and what teaching strategies can be used in a secondary art classroom to provide the least restrictive learning environment to the students will be addressed. Suggested teaching strategies for students with Autism include the use of visualizations, change in pace, adaptive tools, and choosing materials wisely. For students with Down syndrome include simplification, repetition, breaking the lesson down into parts, and pacing. Students with Visual Impairment will need tactile materials, clear wording, descriptive visuals, and labeling, light, and intense color.
Title: TEACHING STRATEGIES FOR STUDENTS WITH EXCEPTIONALITIES IN THE SECONDARY ART CLASSROOM WITH A FOCUS ON STUDENTS WITH AUTISM, DOWN SYNDROME, AND VISUAL IMPAIRMENT.
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Name(s): Fannan, Cheyanne Maree, Author
McGann, Debra, Committee Chair
Killingsworth Roberts, Sherron & Hoffman, Elizabeth, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The intent of this thesis is to discover teaching strategies for students who have exceptionalities with a focus on students who have Autism, Down syndrome, or Visual Impairment and how these teaching strategies can be used to teach students in a mainstreamed secondary art classroom. Since the mainstreaming of the public school system has increased, students with exceptionalities have caused uncertainty among teachers about which teaching strategies to use in the classroom to meet all of their students needs. New teaching strategies need to be brought into the classroom to change the way students are learning. This thesis will include: the general facts, characteristics, accommodations, and modifications of Autism, Down syndrome, and Visual Impairment. An understanding of how students with Autism, Down syndrome, or Visual Impairment learn and what teaching strategies can be used in a secondary art classroom to provide the least restrictive learning environment to the students will be addressed. Suggested teaching strategies for students with Autism include the use of visualizations, change in pace, adaptive tools, and choosing materials wisely. For students with Down syndrome include simplification, repetition, breaking the lesson down into parts, and pacing. Students with Visual Impairment will need tactile materials, clear wording, descriptive visuals, and labeling, light, and intense color.
Identifier: CFH2000248 (IID), ucf:46000 (fedora)
Note(s): 2017-12-01
B.S.
College of Education and Human Performance, School of Teaching, Learning, and Leadership
Bachelors
This record was generated from author submitted information.
Subject(s): Autism
Down Syndrome
Visual Impairment
Secondary Art Classroom
Teaching Strategies
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH2000248
Restrictions on Access: public
Host Institution: UCF

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