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Alima Newton Posts: 3
11/24/2023
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
In my Middle School 2D Art classroom, I have students with a range of disabilities in every classroom. I try to always first adapt my level of supports for these students so they do not have to use an adapted assessment. I think it is so important to help all of our students succeed at the highest goals. However I have had to adapt assessments to reflect alternate routes of creating products for the goals of a project. For example some students with sensory issues with Charcoal, can complete the same drawing project digitally instead.
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Brittany Williams Posts: 3
12/8/2023
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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 teach a Digital Art course online. In class now, I have a student with a Specific Learning Disability and ADHD. She has been having a really hard time with projects because there are too many steps and she tends to rush or guess when she doesn't understand something from the tutorial in the lesson. This week, I took the project we're working on and broke it into smaller chunks with checkpoints. I made a video modeling a few steps, then stopped the video, and asked her to submit her project where it was. When she submitted that section and it was successful, I gave her the next video. We repeated this until the project was completed.
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Justin McAllister Posts: 3
2/21/2024
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Critiques have always been an important part of my lesson planning and play a vital role in a student's understanding of an assignment through reflection and critical thinking. However, when working with students with autism and/or other disabilities that affect their ability to participate in these group conversations, my critiques have had to adapt. Prior to using Canvas, I would allow these students to participate through written critiques. This creates a much less stressful environment for students struggling with overstimulation, as well as allows students with verbal difficulty a platform to think and speak freely. With the addition of Canvas, these critiques can be instantly read by peers and offer a unique way for students to communicate with each other. In many instances, this created more time to think about a response resulting in more confident and thoughtful dialogue. More importantly, this peer-driven formative assessment allows the teacher an opportunity to assess student understanding and mastery of the concepts after the learning activity is complete.
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Justin B McAllister
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Brandi Snodgrass Posts: 6
2/24/2024
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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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Sarah Ober-Rettig Posts: 3
3/15/2024
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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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Katherine Avra Posts: 4
7/9/2024
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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 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.
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Maegan Benton Posts: 3
9/10/2024
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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).
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