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Administrator Administrator Posts: 18
4/11/2016
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(Choose one)
1. 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.
2. Think of an art student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her visual arts learning. Share your response in the threaded discussion.
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Jayce Ganchou Posts: 5
5/17/2016
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Adaptive: Again with one of my bigger challenges was one with a Student with MS and i had to adapt all o the drawing instruments for his hands and adapt his board for his wheel chair. Orthopedic disabilities make you problem solve to adapt your lesson and the materials to each individuals needs.
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jg
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C. Robb Posts: 3
6/6/2016
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This past year I had 4 students who were autistic. To assess them I used portfolios, quizzes and sketchbook assignments to help me gauge their progress in Art. Portfolios were used to assess their growth every nine weeks. Bi-weekly sketchbooks also helped assess their progress. At the end of the semester these students would talk to me about their sketchbooks and portfolios. I asked them what they liked and disliked about their sketchbooks, what assignments they liked the most/least. What would they do differently? Did they feel they improved? how they could improve next nine weeks, etc. In addition to portfolios and sketchbook assignments, students were given bi-weekly quizzes over the textbook material. Students had shortened quizzes and were able to use their guided notes to help them. As a teacher, I evaluate and assess each student on their own individual progress from the beginning of the year to the end of the year.
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+3
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janet tucker Posts: 3
6/8/2016
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I had a student in my 3-D Studio Art class diagnosed with Autism. My mid term and final exam were project based, assessing how students could design a 2-D composition then transform it into a 3-D format. Teaching this student "in chunks" was very successful to his grasping of the assessment requirements. I worked with him individually to plan his design in the theme of the exam. I posted examples on the bulletin board for him to reference and seated him with students that had grasped the concept so he could observe their progress. We conferenced orally about his design and his plan for creating the work in a 3-D format. I then demonstrated to the class as a whole but repeated the demonstration individually at his table to reinforce the procedures. Upon completion of the project, students were required to write a self reflection, critiquing their work. Since this student was unable to do that, I made accommodations for him to meet with me individual to orally express his idea and opinion of his work. This student responded very well to this process of assessment of his work.
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Jennifer Abney Posts: 3
6/13/2016
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Throughout my years of teaching, I have had multiple students with behavior/emotional disabilities and several students with down-syndrome who had learning difficulities. Adapted assessments that I have used to ensure that these exceptional students were successful are as follows: testing in a "safe" comfortable space (either near the teacher's desk or near a friend) ,allotting extended time when needed, and assessing student comprehension through demonstration of techniques. Additionally, some students (as per their accommodations) were orally read their tests by a para- tests were condensed or switched from open-ended questions/ higher-order questions to multiple choice or matching to assess basic comprehension of vocabulary and art techniques. These adapted assessments allowed students of varying abilities the opportunity to demonstrate their knowledge in multiple ways.
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Alyce Walcavich Posts: 3
6/20/2016
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I have had a student (2 years now) in a Photography class with IND(Intellectual Disability) and E(emotional). He struggles with: following any linear process or steps, tunes out immediately when instructions or lesson are discussed, races through assignments just to finish, wonders around the classroom while everyone else is seated and listening, and plays games on the computer when he thinks I am not watching. He sometimes has "melt-downs" when he will cry, become self-defacing, or destroy his artwork out of frustration. For learning and assessment techniques for him, I use lessons in short bursts with modified, condensed instruction. For an art journal assignment that may contain 6 components, we take it one at time. I condense the sentence (or have him try to simplify) and map out what should be included. Same for the art projects which are broken down into simple steps approached in individualized instruction. I also incorporate peer support and shorten his assignment some. I often times model with hands on instruction to show him how I would solve the problem or let another student show how they are solving the problem. I also give him some time outs as a reward for working so he can play on the computer.
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Alyce Walcavich Posts: 3
6/24/2016
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In reviewing Alternative Assessment Checklist some options that could potentially benefit a student in assessing his visual arts learning. I would like to include the following components that would help assessment and instruction on several ESE students. For Presentation using blank cards or cards with cut out window to isolate text and direct visual attention. Also repeated reading to increase word recognition and fluency which would provide feedback on comprehension, and finally advanced organization which would help student understand and retrieve information by previewing of objectives, topics and summary. For Response using task adaptation to reduce the amount of copying, graphic organizer for response, and for taking summative evaluations alternative spot without distractions or with ESE specialist. For Setting reducing sources of distraction, time allocation allowing more time, for these students who process slowly, and separating task into parts and checklists.
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Carlois Mirpuri Posts: 3
7/11/2016
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I had a student in my Culinary Arts class that had hearing loss. He did have a piece of technology that would amplify my voice and he would give me a handset to it daily. If I needed to communicate with him, I could turn it on and it would directly amplify my voice directly to him only. The student was reluctant to use the device so I had to consistently be firm in his usage of it. Teaching this student visually and through written text was very successful. I would not only demonstrate the labs but I would also show a video to review the procedures. I would also use a quick written formative assessment to make sure that the student grasped the key instructions that would insure a successful lab and product. I would also chunk up the lab and give him specific tasks that he needed to complete on a workflow chart so that he was able to work as a team player. During the lab, I would go to his lab so I was accessible for any questions and I could offer suggestions without either of us having to speak loudly. Afterwards, I would conference with the student using his hearing device to critique the product and his contribution to the project. The student was also able to do a written critique of his lab work and analyze the product his team produced against a rubric that described a standard product. The student responded very well to this approach.
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Carlois Mirpuri Posts: 3
7/20/2016
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In one class where the students were being asked to draft a floor plan of a restaurant, I knew the final project was too difficult for some of my students with learning disabilities. The alternative assignment/assessment was to give the a box of legos and a large counter top where they could construct a restaurant in 3-D and it was possible to leave their work intact from one day to the next until they completed the assignment. The students were allowed to work as teams. During the project I would go to this lab and ask them questions to help them determine if they were meeting the requirements of the assignment. Afterwards, I did a verbal critique of their project using a rubric as a guideline. The students were also able to present their project to the whole class which was received very well by their peers. The students loved their final project and were thrilled to be able to fully participate in a final assessment without stress and anxiety.
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Sharon Skiles Posts: 3
9/23/2016
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I had a student that was visually impaired and was allowed a reader to take summative multiple choice exams.
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Derek Jenkins Posts: 3
9/30/2016
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I love exit tickets. They are effective for determining the students' level of understanding and should guide instruction. I also like learning surveys to see where students are at before designing lesson activities. I think we need to get away with one size fits all models and use tools that allow all students to be sucdessful.
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neslihan celik-george Posts: 3
10/19/2016
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I had a student with ASD. She didn’t like using pencils and drawing on paper but she was very good at using computer. I teach her how to use Photoshop and she made drawings assignments on computer.
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Lindsey Lugrin Posts: 1
11/3/2016
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I currently teach a student who is HH (Hard of Hearing). Her mother wants to make sure that her daughter is not singled out or embarrassed of her disability, so I try to mindful of that when providing her with accommodations. I use preferential seating and try to stand near her location in the classroom while giving oral directions. I make sure to face forward, speaking clearly to limit challenges with her hearing me. I also check back in with her to verify understanding of what I have over viewed, and monitor her face while I speak for any signs of confusion. Her IEP states that she is permitted a copy of all notes for class, which is not strictly something that we do. However, I am careful to point out the project requirements/guidelines that are posted in the classroom so that she is aware of the this reference in case she had any gaps in understanding. I try to make sure that she is getting all of the content that I expect her to without her privacy in regards to her disability being disclosed to her class and that her disability doesn't set her back.
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marie Hosker Posts: 3
11/11/2016
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I had one student who had severe dyslexia, specifically, Irlen Syndrome. His reading suffered until I researched and read that he would have less trouble if we did not use black on white print. I started printing his assignments and reading material on colored paper. We found that the mint green worked best for him and he began reading faster and retaining more. He liked drawing on mint paper also. He said he had less eye strain.
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Wilhemina DeNunzio Posts: 3
11/21/2016
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I have a student with specific Learning disabilities. Their understanding of language is limited and therefore they have difficulties with the ability to speak out in class.This student is painfully shy and needs one on one assessment. For assessment I use student journals since the student will not speak up in class. Also I use exit cards which allow students to share knowledge without fear of speaking out in class.
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Kristie Ayers Posts: 3
1/24/2017
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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 a student who is blind in my 2D Art class. I always have a conversation with her instead of a summative assessment. The student also has some delayed learning issues so the relaxed conversation style puts her more at ease and she can fully open up about what she has learned.
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Leslie Merry-Cochrane Posts: 3
2/27/2017
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Leslie -
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities
An example of an adapted formative assessment that I have successfully used with one of my intellectually and physically disabled students was during a clay tile making project. During this activity the student in question had significantly limited mobility as well as substantially limited fine motor control. Although the student did encounter some difficulties while working with clay for more than a few minutes at a time, he did enjoyed the tactile process of placing his hands into the material and scraping through it using various tools. I would definitely say that he was highly motivated to come to class everyday and would often smile and move his arms as he was wheeled through the door in his motorized wheelchair. It was evident in his change in behavior that working on the project with his parapro assistant was very satisfying to him. Much of this student’s interaction with the material was modified to be done in short time intervals. Sometimes the student would touch the clay directly while at other times he would use a hand-on-hand method whereby the student controlled the direction of the assists hand using gentle pressure. During the process of making the tile, the student was assessed on his ability to do the following: 1) cut out a 6x6 tile by tracing over a template, 2) cut an original design into the tile using clay tools and 3) buff the bone dry tile to remove the rough areas before being placed in the kiln to be fired. In all three of these areas the student was able to successfully complete each task by providing the accommodations of: extended time, use of adaptive teacher made tools and hand-on-hand assistance when muscular strength or fine motor skills were necessary.
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Jayanne Nowaski Posts: 3
4/18/2017
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I have adapted the assessment for an Intellectually Impaired student by reading all of the questions aloud. I have given the student extra time to complete the test as well.
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Greg Elrite Posts: 3
5/5/2017
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I had a student with ADD that just could not sit for an entire period taking a written test. This led to creating performance based tests for many of the topics in the Digital Electronics class. Now the students create operational circuits on a breadboard as a test of their area knowledge vice completing a written exam. This has benefitted all of the students, not just the one with ADD.
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Jennifer Bennett Posts: 2
5/6/2017
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1. 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.
and
I have many students who are have Emotional (E) and Intellectual (IND) Disabilities and have found that using learning survey helps tremendously when I am first introducing a unit. They provide me with the background knowledge I need about each student as well as what they want to know about the new subject at hand. Since there are so many approaches to teaching the same lesson or material, I can see what the students hope to learn about the topic and what misconceptions or prior knowledge they may have on the subject. That way, I can be sure to carve out more time with in the unit to do small demos on specific techniques or talk more about alternative materials. Making the time to add students' interests to your lessons really helps them engage and connect. Plus, they feel like you truly care and are interested in their success which is when you know you've created a life long art lover!
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