The document outlines 6 principles for teaching students with special needs: 1) using visual clues to demonstrate appropriate behaviors, 2) providing assignments with different levels of difficulty and flexibility, 3) creating a positive learning environment, 4) planning ahead and organizing lessons, 5) checking for student understanding, and 6) utilizing available resources. It then provides examples of how these principles are applied to an art curriculum involving self-portraits, identity portraits, and mood selfies, including setting clear expectations and assessments to measure student understanding and progress.

1. Poster Presentation
Brandy Belt
Dec. 7, 2014

2. 6 principles to be applied to
the classroom for students
with special needs
1) visual clues of appropriate behaviors
2.) different levels of assignments
3.) positive learning environment
4.) plan ahead and organize
5.) check for understanding
6.) use your resources

4. 1.) Visual Clues of
Appropriate Behaviors
• Visual strategies can
be used to prevent
challenging behavior
that can cause
conflict and
misunderstandings
in the classroom.

5. 1.) Visual Clues of
Appropriate Behaviors
Visual strategies are
helpful in supporting
expressive
communication.

6. 1.) Visual Clues of Appropriate
Behaviors
• The power of check
lists proves to be
helpful for both
adults and students.

7. 1.) Visual Clues of
Appropriate Behaviors
• Visuals are static,
meaning that they
remain present after
words are spoken.
• Students, parents,
tutors, etc. can refer to
them once the spoken
words are no longer
present.
• Visuals serve as a
reminder of the verbal
direction.

8. 1.) Visual Clues of
Appropriate Behaviors
• Helps instill regular
routines and
expectations are
clear

9. 1.) Visual Clues of
Appropriate Behaviors
• How is this applied
to my lesson?
• 3 lesson plans
included in my unit:
• -Realistic Self-
Portraits
-Identity Portraits
-Mood Selfies

10. 1.) Visual Clues of Appropriate
Behaviors
• My classroom is
extremely labeled,
with clear
expectations and a
general rubric
posted.

11. 1.) Visual Clues of Appropriate
Behaviors
• For every lesson
plan, the students
will receive a project
handout that clearly
states the project
layout, rubric,
vocabulary, etc.

12. 1.) Visual Clues of
Appropriate Behaviors
• For the informal
assessment, the
class critique,
students will have
copies of the written
process for the
critique.

13. 1.) Visual Clues of Appropriate
Behaviors
• Major Benchmarks:
• Realistic Self-Portraits:
• Students will try different techniques to gain
understanding of creating a likeness.
• Students will create a full range of values using graphite
pencils and erasers.
• Students will use axis lines to help them draw what they
see.

14. 1.) Visual Clues of Appropriate
Behaviors
• Identity Portraits:
• 85% of all students will be able to create a portrait that
represents their identity. Students will paint in acrylic on
canvas "their identity" through various symbols.
• Students will identify and analyze key components of a
portrait and relate visual elements to relevant context and
significance
•
• Students will develop creative symbols while practicing fine
arts skills

15. 1.) Visual Clues of Appropriate
Behaviors
• Mood Selfies
• 85% of all students will be able to create 20 photos of
them self that reflects a mood, and pick their strongest
one.
• Students will earn about the quality and effects of light.
• Students will learn to identify, create, and interpret mood
in art.

16. 2.) Different levels of
assignments with ambiguity
and flexibility
• Our students are not
cookie cutters!

17. 2.) Different levels of
assignments with ambiguity
and flexibility • Leaving room for
growth and wiggle
room can help
accommodate
special needs from
autism, to gifted, to
a multitude of
different facets

18. 2.) Different levels of
assignments with ambiguity
and flexibility
Realistic Self-Portrait
• 85% of all students will be able to create a portrait that
represents their identity. Students will paint in acrylic on
canvas "their identity" through various symbols.
• Students will identify and analyze key components of a
portrait and relate visual elements to relevant context and
significance
• Students will develop creative symbols while practicing
fine arts skills

19. 2.) Different levels of
assignments with ambiguity
and flexibility
Identity Portraits:
• 85% of all students will be able to create a portrait that represents
their identity. Students will paint in acrylic on canvas "their identity"
through various symbols.
• Students will identify and analyze key components of a portrait and
relate visual elements to relevant context and significance
• Students will develop creative symbols while practicing fine arts
skills

20. 2.) Different levels of
assignments with ambiguity
and flexibility
Mood Selfies
• 85% of all students will be able to create 20 photos of them self that
reflects a mood, and pick their strongest one.
• Students will earn about the quality and effects of light.
• Students will learn to identify, create, and interpret mood in art.

21. 3.) Positive Learning
Environment
• Surrounding
students with special
needs by supportive
and helpful students

22. 3.) Positive Learning
Environment
• Creating a classroom environment
of respect, tolerance, and
understanding

23. 3.) Positive Learning
Environment
• Nurturing,
supporting, and
embracing positive
peer relationships

24. 3.) Positive Learning
Environment
Realistic Self-Portrait
• 85% of all students will be able to create a portrait that represents
their identity. Students will paint in acrylic on canvas "their identity"
through various symbols.
• Students will identify and analyze key components of a portrait and
relate visual elements to relevant context and significance
• Students will develop creative symbols while practicing fine arts skills

25. 3.) Positive Learning
Environment
Identity Portraits:
• 85% of all students will be able to create a portrait that represents
their identity. Students will paint in acrylic on canvas "their identity"
through various symbols.
• Students will identify and analyze key components of a portrait and
relate visual elements to relevant context and significance
• Students will develop creative symbols while practicing fine arts skills

26. 3.) Positive Learning
Environment
Mood Selfies
• 85% of all students will be able to create 20 photos of
them self that reflects a mood, and pick their strongest
one.
• Students will earn about the quality and effects of light.
• Students will learn to identify, create, and interpret mood
in art.

27. 4.) Plan Ahead and Organize
• The more a teacher
can be organized
and look ahead, the
better she/he will
help the students
with special needs

28. 4.) Plan Ahead and Organize
• Learning the
students and having
assignments
prepared for them in
advance can help
students from all
different
backgrounds stay on
track and get ahead

29. 4.) Plan Ahead and Organize
• It will also help
establish routines
and expected
behaviors

30. 4.) Plan Ahead and Organize
Realistic Self-Portrait
• 85% of all students will be able to create a portrait that represents their
identity. Students will paint in acrylic on canvas "their identity" through
various symbols.
• Students will identify and analyze key components of a portrait and relate
visual elements to relevant context and significance
• Students will develop creative symbols while practicing fine arts skills

31. 4.) Plan Ahead and Organize
Identity Portraits:
• 85% of all students will be able to create a portrait that represents their
identity. Students will paint in acrylic on canvas "their identity" through
various symbols.
• Students will identify and analyze key components of a portrait and relate
visual elements to relevant context and significance
• Students will develop creative symbols while practicing fine arts skills

32. 4.) Plan Ahead and Organize
Mood Selfies
• 85% of all students will be able to create 20 photos of them self that
reflects a mood, and pick their strongest one.
• Students will earn about the quality and effects of light.
• Students will learn to identify, create, and interpret mood in art.

33. 5.) Check For Understanding
• This will always be a
successful way to
check in with your
students

34. 5.) Check For Understanding
• There are various
ways to check for
understanding, such
as think-pair-share,
exit tickets, thumbs
up, or even simply
circulating and
checking in with
different students

35. 5.) Check For Understanding
• I often like to check
in with conferences
with students, so I
can talk privately
about their progress,
and get their honest
feelings regarding
the class.

36. 5.) Check For Understanding
Realistic Self-Portrait
• 85% of all students will be able to create a portrait that represents their
identity. Students will paint in acrylic on canvas "their identity" through
various symbols.
• Students will identify and analyze key components of a portrait and relate
visual elements to relevant context and significance
• Students will develop creative symbols while practicing fine arts skills

37. 5.) Check For Understanding
Identity Portraits:
• 85% of all students will be able to create a portrait that represents their
identity. Students will paint in acrylic on canvas "their identity" through
various symbols.
• Students will identify and analyze key components of a portrait and relate
visual elements to relevant context and significance
• Students will develop creative symbols while practicing fine arts skills

38. 5.) Check For Understanding
Mood Selfies
• 85% of all students will be able to create 20 photos of them self that reflects a
mood, and pick their strongest one.
• Students will earn about the quality and effects of light.
• Students will learn to identify, create, and interpret mood in art.

39. 6) Use Your Resources!
• Counselors, parents, IEP coordinators,
even past teachers!

40. Concluding Thoughts
1) visual clues of appropriate behaviors
2.) different levels of assignments
3.) positive learning environment
4.) plan ahead and organize
5.) check for understanding
6.) use your resources

41. Mahalo For Watching!