6 days ago
Topic:
Assessment of Learning
Alec PearlPosts: 3
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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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10 days ago
Topic:
Students with Disabilities
LYLE SIMONEAUXPosts: 2
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A fourth grade student in my gifted class suffered numerous issues that hindered his success in all of his school experience. He was quite able to display his knowledge on many subjects verbally, but writing (by hand or by typing) was difficult and something he avoided. His other issues tended to distract his teachers from considering the writing challenge individually, but eventually he was diagnosed with dysgraphia, a neurological condition which impaired his ability to write. In this case a technological solution was available once the problem had been identified. This student received a device which was capable of creating text by processing his own voice dictation. This technological strategy took some of the pressure off of him and contributed to an improved learning opportunity.
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12 days ago
Topic:
Students with Disabilities
LYLE SIMONEAUXPosts: 2
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A set of first grade twins in one class had suffered a few challenges, including: developmentally delayed, attention deficit. They came to school that year with the benefit of a prescription that was kept in the school clinic. On one art project which involved decorating a cardboard box, the twins had difficulty focusing on the task for more than a few seconds it seemed. Modifying the project so that the work would move quickly with less difficulty was the strategy that worked.
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12 days ago
Topic:
Tools and Strategies
Alec PearlPosts: 3
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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 had a student a couple of years ago who had issues with fine motor skills and really struggled with playing a string instrument. As an accommodation, I had them download and use different apps on their phone so they could still play with the ensemble and contribute in a meaningful way. This empowered the student to be creative, feel like a part of the team, and also took away the limitation of needing excellent motor control to play their instrument.
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13 days ago
Topic:
Students with Disabilities
Alec PearlPosts: 3
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- 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 have a student right now with ASD. He is incredibly intelligent, but has trouble with feeling behind and with focusing on task completion. He also has trouble with impulse control and appropriate communication. While he achieves at a high level, he has trouble with the class moving quickly and not feeling like he has enough time to work on certain activities. Occasionally this makes him shut down entirely and then he ACTUALLY gets behind. I am lucky to have a class full of great kids who support him and are patient with his outbursts, but it certainly creates a barrier for his learning and overall success.
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28 days ago
Topic:
Students with Disabilities
Linda GriffinPosts: 2
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Administrator wrote:
Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
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4/14/2024
Topic:
Students with Disabilities
Linda GriffinPosts: 2
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I have a student Is in the Autism Spectrum. I have done some research on how to help him be successful. He can be very confrontational and aggressive if he does not feel his needs are being understood or heard. I have had a lot of success with him by offering him choices to the approach of his works completion. I believe he has some oppositional defiance so having choices gains him a sense of control and autonomy which he leans into. I find he transitions into work with a greater frequency and his desire for control is met through choices.
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3/24/2024
Topic:
Students With Disabilities
Rachael PongettiPosts: 1
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A student in Drawing 1 has difficulty not progressing back to the earlier drawing methods. I show and remind her how to hold a pencil to get a different result. She goes right to work after instruction, but I found she doesn't follow the directions when it comes to pencil pressure. Once I get next to her and watch her she then can adapt I have to show her one on one. The video, talking, and demonstrating doesn't work unless I do the one one
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3/22/2024
Topic:
Assessment of Learning
Courtney HolcombePosts: 3
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I had a student with Autism who couldn't write on paper. The teacher told me that they adapted their lessons to be more hands-on/interactive. Such as cut outs and match to a picture, or with a question highlighted in a color and answer written in the same color. When trying these systems, I discovered that he COULD write if I gave him a boogie board (LCD digital writing pad). His teacher was ecstatic, and I gave her one of the boogie boards to use in her classroom, until she purchased one later. I still used color systems and cut outs for other activities.
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3/22/2024
Topic:
Tools and Strategies
Courtney HolcombePosts: 3
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I have a student with ASD and my room & lessons are just overwhelmingly stimulating for him. So, I have him use a school chromebook and do a similar lesson via internet. Such as: We learn form, I have him watch a music map while listening to a simple music recording and he can draw out each new symbol on his paper, which hands me at the end of class. He is also encouraged to give his opinions of the music, but has to tell me why and what about the music makes him feel that way.
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3/21/2024
Topic:
Students with Disabilities
Courtney HolcombePosts: 3
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I know this says one student, but we have so many SWD, I'm going to use a whole experience I had one year. Several years ago, our school added an ASD unit with our EB/D units. They were the k-2 and we were going to get older students the following year. After the first year, with lots of struggles and NO training, I started to ask questions. The following year, our special-subject teachers all had a large gap in our schedules one day out of the week. My admin told us that we had to push in with a teacher of our choice. I immediately asked the ASD teacher and she was so open and willing. Plus, she had another adult in the classroom that could help. I learned so much that year. I learned to keep it simple, don't dwell on anything. I learned to offer items for stemming in my room (before that became the norm). I learned an alternative item in case an instrument or object was too loud or overwhelming. Such as, for my drumming. I had a class set of lollipop drums. Super cute, but busy in color/design and can be quite loud, so I passed out extra soft mallets to hit the drums and offered sound-restricted drums to my students who thought they were too loud. I also purchased 10 sound-cancelling headsets in case they needed it. It helped so much. The ASD teacher said I was the 1st Music teacher in her experience to ever do this.
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3/17/2024
Topic:
Students With Disabilities
Kimberly JokerstPosts: 2
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Administrator wrote:
Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
A student of mine has tremors due to a birth defect where he was born very early and has some problems with his motor functions. Drawing is difficult for him as well as using scissors or any other item that requires a steady hand. When it comes to drawing something I tell him do the best you can and I'll help you tweak it when you're done. For scissor use I partner him up with a student who can help so he doesn't shake with the scissors or any other sharp object.
The best practice I've found is to give him an assignment on the computer. He loves being on the computer because pressing buttons is much easier for him to do than holding a pencil steady. There are many online resources such as Blooket, Google slides and Nearpod that allow me to give him instruction and activities in a way that he is more capable of doing without getting frustrated that he's taking longer than he wants to or he slipped so It doesn't look right to him. When he's working on the computer to do research and make a presentation in Google slides he can do exactly what all the other students can do and it gives him more confidence.
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3/15/2024
Topic:
Assessment of Learning
Sarah Ober-RettigPosts: 3
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
For written assessments I have students with learning disabilities who utilize a program that will read the text and transcribe their verbal responses. This helps them process the questions more closely and provides them with a stress free way of responding to the questions. Since it is a visual arts class, I provide pictures with the questions or answer options as often as possible. I also provide students with review material in Canvas so they can access the information from home providing them with more time in the classroom to address concerns or complete work. I provide all students with additional time through make-up days while conducting individual data chats, as well as open studio time during lunch and occasionally after school.
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3/15/2024
Topic:
Tools and Strategies
Sarah Ober-RettigPosts: 3
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- 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 find that I have more and more students who struggle with ADHD and specific learning disabilities each year. When introducing a new topic, I often upload instructional or content videos onto programs such as Edpuzzle or create slides on Nearpod. Both programs allow students to review the material at their own pace and readdress any confusing topics as often as needed, but it also allows frequent checks for understanding. The mini assessments in these programs provide me with information on which students need more individualized instruction.
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3/12/2024
Topic:
Students with Disabilities
Debera ThompsonPosts: 3
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I had a student who had autism and was D/HH. It was severe enough where even with a cochlear device, he wasn't able to identify many sounds. To accommodate for this, I would make almost everything iconic. He had his own white board where either I or the para would place the pictures to help him follow along in music. If it was a listening assignment, he was able to feel the speakers or instruments vibrations. When we played songs, we would simplify his part and point to the notes on the instrument or have him echo the playing on the instrument.
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3/12/2024
Topic:
Tools and Strategies
Debera ThompsonPosts: 3
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One of my students comes with a Nova Chat device due to his high autism and ID. Recently, when working on families of the orchestra, for his assessment, we loaded the four family's names. I would show him a picture and he would click on the device the name of the family it belonged to. This helped him with the names, and he was able to identify about 80% of the instrument families correctly after just the first week.
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3/12/2024
Topic:
Assessment of Learning
Debera ThompsonPosts: 3
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A few years ago, I had a D/HH student. For his assessments, it was a lot of visuals and echoing clapping patterns. I created a large board that represented what we were doing iconically and he was able to clap patterns back to me almost all of the time. If we showed him the melody on xylophones, he would be able to play it back almost instantly.
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2/24/2024
Topic:
Students With Disabilities
Brandi SnodgrassPosts: 6
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Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion. I currently have a student who is in our VE classes. She was in gen ed the first 3 years of her schooling and she is thriving now that she is in the contained classroom. However, because it is smaller class and she has more creative freedom this has posed a challenge in her art projects where she is getting so into her creating that she is not following directions. I try to check in with her frequently and explain what our goals are and anything extra we can add later. This is because often times she add something and then it will have to be covered for the next part of the project so she will get upset. I try to give her as much personal choice and flexibility with that as I can. I also have to be sure to notify and support her when it is time to go. Often times she gets upset if she can't finish the task that day. I allow my students to place their work in the drawer so that they can pick up where they left off upon returning. Notifying her with plenty of time, has greatly decreased the amount of frustration she encounters.
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2/24/2024
Topic:
Assessment of Learning
Brandi SnodgrassPosts: 6
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities. The best form of assessment for me in the elementary art room is portfolios. I usually look at the project they are currently working on before they come in that day, to reassess what needs they will have for the upcoming class. Sometimes if I have a class that needs alot of support I will sort the whole classes work into table groups based on what task they are on and what they need help with. This allows me to assist my students with higher needs first and my more independent workers to be able to move at their own pace. I have used wipe off boards as well as exit tickets, and love them, but they are not as ideal for a short class once per week. We do utilize a visual rubric for craftsmanship and this helps many of them self-assess and helps me get them to see their goals consistently. I started using sketchbooks this school year and am hoping next year we will be using them more consistently so that I can see their progress of learning more clearly.
- Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student. My student with VI and OI would benefit greatly from presentation. I would would like to printer her a binder in which I can put resources with large print as well as print anything I think that we will be going over in our current lesson. This may help engage her more in the lesson and give her a place to reference information. I believe pre-recorded how to's would be helpful for her to view and review. Setting would be my second accommodation for her. I'd like for her to utilize the tools I already have for her as well as the one I'd like to provide for her, so perhaps moving her so that she is still up front, but not right in front of me will take an unwanted attention off of her. If I put her still up front, but to the edge of the class, she may be more likely to use the magnifier more often as well as any other technological supports I give her.
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2/24/2024
Topic:
Tools and Strategies
Brandi SnodgrassPosts: 6
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Shannon Furst wrote:
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I have many students with specific learning disabilities that need directions repeated and tasks broken down into small chunks. I create instructional videos and record demonstrations so that students can watch them during the ceramics assignments. For example, In Ceramics One, all students create a sculpture of an expressive face. This is a complex task, so I make videos of many different techniques such as ways to sculpt the different facial features. Students can choose the techniques that best suit their ideas. The students see the videos when I demonstrate, but they can also access them anytime they need to review. I upload the videos onto Canvas. Students can watch them at their seat on a school laptop while they work. Using this strategy has improved learning for all of my students. The students have unlimited access to quality instruction when they need it most during the process of creating art.
Great idea! This is something I have thought about too and would love to do! I need to find the time to create these, it sounds like an excellent resource!
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