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11/6/2024 Topic: Students With Disabilities Luann Howard-Blaskowski Posts: 1	Luann Howard-Blaskowski Posts: 1 Topic: Students With Disabilities I have a high school student with ADHD this year and he is a senior that has a hard time waking up and getting to school. Unfortunately, I have him in my 2nd period Art 3 class and so he misses class a lot, like 2-3 times a week. So, to start with that makes it hard to keep a consistent schedule with him. Because of missing so much of my class, he tends to be panicky and worried as soon as he comes into the classroom and then he wants to quickly whip something together to just get whatever project we are working on done. He also is easily distracted with other students or them showing me their projects, etc. He also has a hard time focusing on whatever he should be doing art-wise for only like 15 minutes at a time and then he will get up and move around the room, talking to other students or just pacing between my two rooms. So, with all of this, I have made sure that he has a seat near my cart and computer and so when I go over things at the beginning of class he is right there and I usually go over to him right after announcing whatever everyone should be doing for that class period and I make sure that the knows what he needs to be working on. I also give him a time limit of working for so long and letting him tell me what he wants to have done in that time. I ask him to come and show me when his alarm goes off and we talk about what he's done and then move onto the next section of time. These time groupings seem to really help him and he likes to have my attention, even if I am on the other side of the room and he has to find me. We schedule in one bathroom break for him too. As far as his absences, I assure him that he is on a different schedule than most of the group and I want him to finish his artwork with quality time and that seems to help him relax and stay excited about finishing his artwork, even if he is behind the rest of the group. I hope that he can continue on this positive path and maybe he will be able to feel good about finishing and learning from at least 3-4 art projects by the end of the year.

10/25/2024 Topic: Assessment of Learning Lindsey Williams Posts: 1	Lindsey Williams Posts: 1 Topic: Assessment of Learning Describe an example of an adapted assessment you have successfully used in the fine arts classroom for students with disabilities. I had two students with visual impairments. I adjusted our assessment activities to focus more on aural skills including call & response and individual assessment of individual rote learning. I provided recordings of 5 songs/melodies they had to learn by ear and perform from memory including Mario Bros, Angry Birds, and Happy Birthday. Many students took this as a fun challenge and actually paired up and created duets or accompaniment parts for their ear songs. It functioned as a great way to get them playing their instruments while focused on listening as well as playing and not so tied to notation. For other playing tests, I created an aural model of the parts the students were playing so they could use the aural model to learn their part. I also adjusted prep time for those students.

9/14/2024 Topic: Assessment of Learning Donna Geils Posts: 3	Donna Geils Posts: 3 Topic: Assessment of Learning Giving students whose disability involves writing and fine motor skills an alternative way to express what they know and can do is critical. Oral exit “tickets” and interviews as quick checks for understanding can be very effective for these students. My student with Williams Syndrome (Intellectual Disability) could enthusiastically describe what she learned, but if she had to write it down, the focus shifted to the physical act of writing rather than on what we learned about that day. She had dictation as one of her testing accommodations as well, so when a written product was needed for assessment, she dictated her responses.

9/14/2024 Topic: Tools And Strategies Donna Geils Posts: 3	Donna Geils Posts: 3 Topic: Tools And Strategies I have used task cards and stations in tiered instruction many times over the years. They are great for guided small group discussions and activities, and help keep students focused on the task at hand. For my students with reading disabilities, the combination of the small group structure and brief/short task card directions are both effective in keeping everyone engaged and on the same page. Presenting new activities and exercises can be a challenge, so I have utilized the Promethean board to show video demonstrations of specific skills or techniques I want to introduce. UDL is definitely at play in these strategies and tools, benefiting many in the class and not just the students with disabilities.

9/14/2024 Topic: Students With Disabilities Donna Geils Posts: 3	Donna Geils Posts: 3 Topic: Students With Disabilities I had a student with Williams Syndrome who struggled to comprehend information she read, but she could memorize short lines and was very extroverted and excited about being in the stage production. With some short coaching sessions and practice, she was able to successfully perform her role multiple times during the run of the show. A few times she got overwhelmed, but keeping her in a small group helped her manage her anxiety. She really did well when we were able to put all the elements together (lines, movement/blocking, and costume).

9/10/2024 Topic: Assessment of Learning Maegan Benton Posts: 3	Maegan Benton Posts: 3 Topic: Assessment of Learning Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the art classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion. There have been several times I have created alternative or adapted assessments for students with disabilities. For example, I had a student with autism who had some sensory struggles with certain materials (especially the sound and feeling of certain materials on paper, or the feeling of the material in his hands). If we were focusing on a specific target like line weight or contour drawing, for example, I would let him use an alternative media that did not present the same sensory challenges for him. Sometimes, as I mentioned in my technology response, he would use the iPad to complete his work if the standard was something that could be assessed in a digital product (often it can be).

8/30/2024 Topic: Tools and Strategies Maegan Benton Posts: 3	Maegan Benton Posts: 3 Topic: Tools and Strategies Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability. I currently have a student with autism in my digital art class, but I had him previously in a traditional studio art class. This particular student sometimes struggles with sensory issues to the point of not being able to do the assigned studio task. When possible, I allowed the student to demonstrate his learning on digital art programs instead of with physical materials. This was especially successful on any drawing and painting tasks, because he would do the assignment in a drawing program (Procreate) instead.

8/9/2024 Topic: Tools and Strategies AventurineLe Posts: 3	AventurineLe Posts: 3 Topic: Tools and Strategies In the dynamic world of video games, Dark and Darker emerges as a standout title that seamlessly blends classic dungeon-crawling elements with modern mechanics and aesthetics. This article explores the diverse aspects that make Dark and Darker a noteworthy addition to the gaming landscape, from its gameplay and narrative to its visuals and impact on the genre. Dark and Darker introduces a compelling blend of familiar dungeon-crawling elements set in a fresh, immersive world. Core features such as exploration, combat, and treasure hunting are woven into a dark and atmospheric setting. Players are drawn into a realm fraught with peril and the allure of hidden riches, encouraging them to delve deeper into its depths. Central to Dark and Darker is its challenging and rewarding gameplay experience. The game procedurally generates dungeons, ensuring each playthrough is unique. This unpredictability keeps players engaged as they navigate through traps, solve puzzles, and confront a variety of enemies that demand strategic adaptation and skillful execution. Buy Dark and Darker Gold at MMOexp.com, safe and comfortable transactions, and years of experience to ensure the security of your account.

8/9/2024 Topic: Students With Disabilities AventurineLe Posts: 3	AventurineLe Posts: 3 Topic: Students With Disabilities Beyond the initial skill trees, Diablo 4 introduces the Paragon Board, a new system for character progression that offers additional layers of customization and growth. Nodes and Enhancements: The Paragon Board consists of a grid where players can unlock various nodes that provide bonuses and enhancements to their character. These nodes offer a range of effects, from increasing damage output to improving defensive capabilities. Players can choose which nodes to unlock based on their desired build and playstyle. Legendary Powers: The Paragon Board also includes spaces for Legendary Powers, which are rare and powerful abilities that can significantly alter gameplay. These powers can be combined with other enhancements to create unique and potent character builds. Diablo 4 also introduces mounts as a new form of character customization. Mounts: Players can acquire and customize various mounts to traverse the vast open world of Sanctuary. Mounts can be equipped with different gear and cosmetic items, allowing players to showcase their achievements and preferences while exploring the game's environments. Accessories: In addition to mounts, players can customize their characters with a range of accessories. These include items like banners, pets, and other decorative elements that enhance the visual appeal of their characters. Buy Diablo 4 Gold at MMOexp.com, safe and comfortable transactions, and years of experience to ensure the security of your account.

8/9/2024 Topic: Tools And Strategies AventurineLe Posts: 3	AventurineLe Posts: 3 Topic: Tools And Strategies FC 24 represents the next evolution in football simulation, combining cutting-edge technology with a deep love for the sport. Its stunning graphics, refined gameplay mechanics, and diverse modes offer something for every type of player. Whether you're a casual gamer or a hardcore football enthusiast, FC 24 promises an immersive and engaging experience that captures the magic of the beautiful game. As the virtual and real worlds of football continue to converge, FC 24 stands at the forefront, pushing the boundaries of what's possible in a digital football simulation. With its commitment to realism, innovation, and community, FC 24 is set to redefine our expectations and set a new standard for sports gaming. The evolution of football gaming has reached a new pinnacle with the release of FC 24. Building on the legacy of its predecessors, this latest installment aims to redefine digital football. With hyper-realistic graphics and advanced gameplay mechanics, FC 24 promises an immersive experience for both casual gamers and dedicated football enthusiasts. In the early days, football video games were limited by the technology of their time, featuring simple 2D graphics and basic gameplay. As technology advanced, so did the complexity and realism of these games. Today, football simulations strive to capture not only the essence of the sport but also its intricate details. FC 24 exemplifies this evolution, pushing the boundaries of what a football game can achieve. Buy FIFA 24 Coins (now called EA Sports FC 24 Coins) at MMOexp.com, safe and comfortable transactions, and years of experience to ensure the security of your account.

7/9/2024 Topic: Students With Disabilities Katherine Avra Posts: 4	Katherine Avra Posts: 4 Topic: Students With Disabilities Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class. I had a student middle through high school with Autism Spectrum Disorder. To watch him develop and practice social cues and cooping was important and meaningful. In my middle school room, this student had difficulties with transitions, non-preferred activities, materials, or projects. He had difficulty communicating with peers and sharing. In high school, we worked on his peer communication skills, voicing his needs appropriately, sharing, taking turns, and cooping with stress and change. He adapted to a very large high school setting and was able to progress into LRE.

7/9/2024 Topic: Tools and Strategies Katherine Avra Posts: 4	Katherine Avra Posts: 4 Topic: Tools and Strategies Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability. Many of our students use tech to support their learning. This includes students with unique learning conditions. In my room I have used digital drawing tablets and pencils to support students on the Autism Spectrum. Students have come with these elements, have asked for the elements, or were provided after a needs assessments. For students, tech offers a level of control, immediacy, fluidity, and correction with sometimes easier application than traditional media. I also use light tables for tracing, canvas, nearpod, flipgrid, google slides, powerpoint live, and teams to increase individualized approaches to meeting all students where they are with what they need. I record my teaching, use a swivl, and post my sketchnotes (visual note-taking) as I make them and the completed version.

7/9/2024 Topic: Assessment of Learning Katherine Avra Posts: 4	Katherine Avra Posts: 4 Topic: Assessment of Learning Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities. I have used a variety of assessments in the ceramics room. I use performance assessments, having student demonstration kiln operations and safety procedures. I have given oral exams. I use canvas practice tests and quizzes and scaffold elements within modules to ensure pacing and guided practice towards mastery. I use scales and rubrics and have students complete self-critiques and participate in class critiques. Formal and informal feedback is crucial for students to learn from and apply meaningful feedback while working and while planning future works. I record my demonstrations, sketchnotes, and exam study guide reviews, post on teams and canvas for broad access. Also, our district provides 24 hour a day WiFi access in all school parking lots.

7/9/2024 Topic: Students With Disabilities Katherine Avra Posts: 4	Katherine Avra Posts: 4 Topic: Students With Disabilities Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability. Many of our students use tech to support their learning. This includes students with unique learning conditions. In my room I have used digital drawing tablets and pencils to support students on the Autism Spectrum. Students have come with these elements, have asked for the elements, or were provided after a needs assessments. For students, tech offers a level of control, immediacy, fluidity, and correction with sometimes easier application than traditional media. I also use light tables for tracing, canvas, nearpod, flipgrid, google slides, powerpoint live, and teams to increase individualized approaches to meeting all students where they are with what they need. I record my teaching, use a swivl, and post my sketchnotes (visual note-taking) as I make them and the completed version.

6/22/2024 Topic: Tools And Strategies HALEH PINNEY Posts: 1	HALEH PINNEY Posts: 1 Topic: Tools And Strategies Two strategies that can be implemented in my classroom to help my students are peer partnering with cooperative grouping and differentiated assignments. Almost all of my classes call for accommodations and differentiation in one form or another. Having choices explicitly spelled out on tables enables students to proceed at their own pace while the seating chart established enables cooperative teaching through peer modeling using all forms of learning, audial, visual, kinesthetic and tactile.

5/20/2024 Topic: Tools And Strategies Julie Ortner Posts: 4	Julie Ortner Posts: 4 Topic: Tools And Strategies Two strategies that could help students in my classroom would be peer partners and mnemonic instruction. Giving students peer partners allows students to exchange ideas; this is particularly helpful for students who get stuck in the brainstorming phase. If the students have a structure (such as sentence stems) this can let students participate more easily or at least practice active listening. Mnemonic instruction is beneficial for students who can get easily frustrated by seeing there is a lot of information to remember. Instead, the student can see the information reduced to something smaller and can feel less overwhelmed. Additionally, giving students some freedom to create a portion of the mnemonic instruction (perhaps just one letter) can make the task feel more fun for students and let them feel like they have choice in their learning.

5/20/2024 Topic: Assessment of Learning Julie Ortner Posts: 4	Julie Ortner Posts: 4 Topic: Assessment of Learning An adapted assessment I successfully used with a student who had a learning disability was giving this student a choice to explain a concept in the best way that worked for him. Since he was several grade levels behind in reading, being told to write a paragraph would have frustrated him to the point where he would have refused to do the work. Since he did not have to write, he was actually enthusiastic about his art and was able to explain the concepts to me quite clearly. The assignment turned into a positive experience for him where he felt confident to explain his work to his table for the first time all year.

5/20/2024 Topic: Tools and Strategies Julie Ortner Posts: 4	Julie Ortner Posts: 4 Topic: Tools and Strategies Two strategies that could help students in my classroom would be peer partners and mnemonic instruction. Giving students peer partners allows students to exchange ideas; this is particularly helpful for students who get stuck in the brainstorming phase. If the students have a structure (such as sentence stems) this can let students participate more easily or at least practice active listening. Mnemonic instruction is beneficial for students who can get easily frustrated by seeing there is a lot of information to remember. Instead, the student can see the information reduced to something smaller and can feel less overwhelmed. Additionally, giving students some freedom to create a portion of the mnemonic instruction (perhaps just one letter) can make the task feel more fun for students and let them feel like they have choice in their learning.

5/20/2024 Topic: Students with Disabilities Julie Ortner Posts: 4	Julie Ortner Posts: 4 Topic: Students with Disabilities I had a third grade ESE student in my classroom who had a very low frustrational level. He struggled with communication and, as a result, following several steps of directions were difficult for him. He would sometimes be set off by other students' comments, which he frequently misinterpreted. There was another student he really looked up to and that student was assigned as a buddy. That student would kindly repeat directions as frequently as the ESE student needed and the ESE student viewed the buddy as someone helpful, not as someone correcting him. The ESE student was also given a small box of fidget tools and a sand timer to help him calm down when he was upset. Knowing he could excuse himself, calm down, and return to a helpful buddy significantly cut down on the outbursts he would have in class. The ESE student told me that he thought the toolbox really helped and even journaled about how much he liked his toolbox.

5/9/2024 Topic: Assessment of Learning Alec Pearl Posts: 3	Alec Pearl Posts: 3 Topic: Assessment of Learning Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities. Currently, there is a student in my Orchestra class who has fine motor skill issues connected to ASD. The student is incredibly smart and very musically gifted, but there are some technique challenges that they simply cannot overcome because of their disability. Therefore, when assessing his playing, I assess everything that is happening OTHER than the physical technique because he struggles to make those changes even with guided 1-on-1 help.

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