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Hillary Thivierge Posts: 3
5/8/2017
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I had a student with a Visual Impairment and her eye sight was degenerative. She had issues reading items in fonts as large as size 18. What I would do for her was paired her up and the partner would read items aloud and she would give an oral summary of information instead of written. Either that or I would let her use a student laptop/computer and enlarge the font to make the assignment more readable.
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Kelly Corbett Posts: 3
5/16/2017
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I have 2 students with physical disabilities that have great difficulty manipulating pencils and paint brushes. They both love art class but were very frustrated and disappointed in their completed projects. Our school acquired 2 I-pads for these students to use and and it has made a world of difference in their projects and their productivity in class.
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Kristy Foster Posts: 3
5/26/2017
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I had a student with autism in my Ceramics class. I assessed him in multiple ways. The first was a portfolio assessment. He demonstrated his knowledge of clay, it's stages, and hand building techniques by completing each assignment. His ongoing assessment was a oral review of our clay vocabulary. His aide and I would review the stages of clay and then he would pick out a piece of clay in that stage. I would aslo ask him if his piece was bone dry, plastic or leather hard as he was working on it. For his final assessment I shortened his written exam. His paraprofessional read him the test questions and he would say or point to the correct answer.
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Jan Miller Posts: 7
5/27/2017
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Administrator wrote:
(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.
I am fortunate to have a Promethean Board and document camera in my classroom which I have used to good advantage with both elementary and secondary students in the past. This combination allows for everyone to be virtually in the front row of any explanation, demonstration or follow-along activity without having to adjust for viewing a too-small image upside-down at an awkward angle and still be able to hear while avoiding neighbors who may be a distraction. This year alone it has helped with students who have Autism Spectrum Disorder, Emotional / Behavior Disorder, ADD / ADHD, Specific Learning Disabilities, Language and Other Health Impairments.
I am currently working in a blended learning high school which serves many special needs students. I compiled a colorful “cut to the chase” print version of the online art history curriculum (including highlighting and pictures!) focusing on must-know information most relevant to students. I gave a brief preview one-on-one and handed it to a student with ADD for them to study for as much time as they need and had them return for an oral quiz.
I have also used these same tools to project the content and then have students work in teams of mixed general ed and ESE students to complete cloze worksheets. I paired myself with one student who has multiple exceptionalities including emotional disorders so she can focus on the task instead of the distracting behaviors and imagined behaviors of others.
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Jan Miller Posts: 7
5/27/2017
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Administrator wrote:
(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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Christopher Roll Posts: 3
6/21/2017
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities
One adaptive assessment that I have successfully used in the fine arts classroom for students with disabilities writing into my summation assessment grading rubric a picece on work ethic and effective time management. This section includes a student self-assessment part, and an equally weighted part where the teacher rates the student on their perceived effective use of class time. This is a strong adaptation for my students with special needs, especially those who require an aid in the classroom, because unlike some students without disabilities who earn poor grades due to a lack of effort, I find that my students with disabilities often display a strong work ethic, Beth sometime struggle with more techniqual parts of the lesson. If a student with special needs earns a 6 out of ten from their techniqual drawing portion of the lesson, they will likely earn a 9 or 10 out of 10 on the work ethic and time management piece. These grades average well together, and I believe this adapatation better reflects the true nature of my student's performance.
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Renee Reyes Posts: 3
7/21/2017
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I recently had an a student with autism in my ceramics class. I used a journal and a portfolio for assessing the student.The journal was a great place to get an idea of where the student was in terms of the project and to allow the student to reflect and modify projects when needed. Throughout the course the student created a portfolio of works. Ongoing feedback was provided for the portfolio, this allowed me to determine what progress had been made during each unit of instruction.
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Brian Hubbard Posts: 6
7/29/2017
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Option 1: There are multiple types of adapted assessment used in my room during a test. For example I had an SLD student that needed test to be read out loud, so I read the test to the student next to my desk and allowed the student to have extra time to complete the test so that they can process the information correctly. Another example is the reduction of answer choices on a multiple choice test. When grading studio projects students are given a copy of grading rubric. Our special education student are provided with a copy of class notes with clarified instructions.
edited by Brian Hubbard on 7/29/2017
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Brian Hubbard Posts: 6
7/29/2017
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marie Hosker wrote:
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.
That is a great accommodation that you provide for your student. I'm sure they really appreciate that you took the time to research their specific syndrome and were responsive to their needs. I find many students enjoy using different colored paper to complete work on.
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Angela Jones Posts: 3
10/15/2017
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I have had a student who was in a wheelchair and I had to adapt the way we did the project for him. The other members of the class were able to paint their pictures flat on the table, but the way this students wheelchair was designed he was unable to move his arms enough to angle them down towards the table. I built an angled easel for him to paint comfortably and still complete the required painting. I have also had multiple students who have a harder time answering questions due to their speech impairments. Instead of having a verbal response, I have altered their oral presentation to a written answer that allowed them to feel comfortable and still answer the questions.
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karina w Posts: 3
10/24/2017
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2. having students work in visual journals where they create and reflect on their own progress helps students self assess. i also provide studentts with extra time by having flexible deadlines
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Carina Rachow Posts: 3
10/26/2017
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I have three high school students who have a learning disability, and are at a third grade reading level. For my art courses, students constantly use sketchbooks for drawing and planning their ideas and concepts, and after each project they reflect on their process and progress. Using written critiques students are able to analyze their skills and final product in the art room, but due to these students' lac of reading and writing skills I work with them directly to have them verbally explain their concepts and use basic vocabulary to identify their goals and growth as an artist.
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Kristin Brodt Grandy Posts: 3
11/6/2017
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In my ceramics class I use a rubric for grading the student projects. I've also added a self evaluation and art evaluation worksheet because of my students with disabilities. The students assess their projects on one side and then I assess on the other side of the paper. This gives me an idea where they feel they succeeded and where they felt they struggled. They also write down the strengths and weaknesses of the project. I have a student that is on the autism spectrum and his ideas he shares makes me understand why he makes things the way he has made them. I think understanding the reason someone made something and where they personally felt they struggled makes you have a better appreciation for the end product.
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Jeffrey Huebner Posts: 3
12/17/2017
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
This year I have a student on access points who is unable to understand or complete any of the class work or curriculum. I worked with the ESE coordinator at my school to develop assessments for her as she would not pass without accommodations. While she is unable to work with the clay or understand the content, I noticed one day that she was drawing in a notebook. Together with the ESE coordinator at my school we came up with an assessment that if she comes to class and draws instead that would be considered a passing grade for her. I provide her with paper and she loves to draw.
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Brooks Tracey Posts: 5
1/4/2018
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One adapted assessment that could be successfully used in a visual arts classroom is Student Journals. Student journals allow students to take notes about their progress through out a course. These entries are regular and are reviewed by the instructor. Since a visual art project can take many weeks to complete, this could be an excellent way for a student to break down their project and control their pacing throughout the lesson. In addition, they will also be able to reflect on their decision making and progress throughout the project, leading to a stronger final product. I find that many of my students with ADHD will rush through their projects, leading to sloppy final results. This journal could be a helpful way for them to control their craft, plan ahead, and to systematically create their work of art.
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Emily Kline Posts: 3
1/5/2018
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In my school I see a wide variety of students with learning disabilities at all levels and of all types. The more severe students come to me every 10 days with a paraprofessional. This long span of time causes retention problems within itself, so I have teamed up with the other art teacher that also sees these same students. We have the students recall what they have been doing in each of our classes when the arrive. Just to get them acclimated back into the art room. For assessments, we or the paraprofessionals will help to write exit tickets using key words. When the student come back to our classes, we show them their art work and ask if they can remember their key words that they chose for that specific art project. I feel that this allows the student to recall their art how the student sees their art. Correct vocabulary is encouraged. Students are also informed of what the lesson will be prior to showing up so adaptive tools can be brought with them as needed.
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Chris Oxford Posts: 6
1/24/2018
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(Option 2) I currently have a student in my Broadcast Journalism course who has Social Emotional Behavior issues (a Specific Learning Disability). She had been previously diagnosed with Autism Spectrum Disorder and Generalized Anxiety Disorder. When first working in the course, she did not engage with other students and was easily anxious and frustrated when the class (a large "elective" course with almost 40 students) would get loud or disorderly early in the year. As the course has progressed, I have placed the student with small peer groups in a more quiet environment, where she has had the option to utilize hands-on activities such as creating computer graphics and titles for our daily news program.
To answer the overall question, I feel that the Ongoing Assessment branch (using "Ticket Out the Door" cards, as well as simple "Reflection" worksheets and verbal discussion in a quiet and focused setting) will help the student achieve mastery in the course.
edited by Chris Oxford on 1/24/2018
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Chris Oxford Posts: 6
1/24/2018
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I am excited to use more "Ticket Out the Door" strategies as I have seen now that it helps the students retain the info in an immediate and creative way. It also lets the students know that you are keeping tabs on their development and knowledge acquisition. It's great to see all of these other ideas and methods being put in place in other classrooms - I feel I have ways of being more successful. Emily Kline wrote:
In my school I see a wide variety of students with learning disabilities at all levels and of all types. The more severe students come to me every 10 days with a paraprofessional. This long span of time causes retention problems within itself, so I have teamed up with the other art teacher that also sees these same students. We have the students recall what they have been doing in each of our classes when the arrive. Just to get them acclimated back into the art room. For assessments, we or the paraprofessionals will help to write exit tickets using key words. When the student come back to our classes, we show them their art work and ask if they can remember their key words that they chose for that specific art project. I feel that this allows the student to recall their art how the student sees their art. Correct vocabulary is encouraged. Students are also informed of what the lesson will be prior to showing up so adaptive tools can be brought with them as needed.
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Richard Jansen Posts: 6
1/24/2018
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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.
Over the years I have had students not only with both long term and short term memory challenges, but also problems with focusing on written assignments in general. One of the alternative assessments I like to use is a KAGAN idea with 3 x 5 cards. After carefully choosing from a list of our film and television "lingo," the vocabulary words would be written on one side of the card and on the other side of the same card the definition from another word. After a student reads the word on their card, it is up to another student who holds the definition to that word to identify themselves, read the definition and then read their word aloud. This process would continue until all vocabulary and definitions were completed. It forced the students to stay on their toes and usually made for a fun time in class! I believe it also helped improve vocabulary quizzes and other types of both ongoing and summative assessments.
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Richard Jansen Posts: 6
1/24/2018
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I actually really like the idea of the "Ticket Out the Door." I'm glad it worked for you!
Chris Oxford wrote:
(Option 2) I currently have a student in my Broadcast Journalism course who has Social Emotional Behavior issues (a Specific Learning Disability). She had been previously diagnosed with Autism Spectrum Disorder and Generalized Anxiety Disorder. When first working in the course, she did not engage with other students and was easily anxious and frustrated when the class (a large "elective" course with almost 40 students) would get loud or disorderly early in the year. As the course has progressed, I have placed the student with small peer groups in a more quiet environment, where she has had the option to utilize hands-on activities such as creating computer graphics and titles for our daily news program.
To answer the overall question, I feel that the Ongoing Assessment branch (using "Ticket Out the Door" cards, as well as simple "Reflection" worksheets and verbal discussion in a quiet and focused setting) will help the student achieve mastery in the course.
edited by Chris Oxford on 1/24/2018
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