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j vizzi Posts: 3
3/14/2018
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I had a student with muscular dystrophy who had trouble with her motor functions particularly walking. She also would get very tired. We did a pre-assessment of her condition, ability and comprehension. She was able to do most of the work but needed extra time with her work and a slow and clear presentation of the material with lots of visual representations and repetition. Once she was on task, she did well. Visual Arts is particularly effective in dealing with the disability since she could work for longer periods, do series of works and maintain a sketchbook of her ideas and images. This approach also helped with the ongoing assessment since I was there to encourage, direct and monitor the work. If she needed extra time, she could come at different times in the day, depending on her schedule and work at her own speed. I was very pleased to see that this extra time and accommodation gave her an inner courage and satisfaction and she was very pleased with the work she created.
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Lori Phillips Posts: 4
4/8/2018
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I frequently use adaptive assessments with my ESE students. Typically I reduce the number of questions using the most important ones central to the main idea. Also I have divided up a word bank to go along with two sets of questions printed on the front and back sides of the assessment making it a little less overwhelming for the students with learning disabilities.
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Loridia Urquiza Posts: 5
5/10/2018
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- At the end of a theory lesson about Dali and Frida Kahlo, I opted to do an Exit Card assessment to verify they grasped the concept of "surrealism". Some ESE students didn't seem to understand the connection with dreams, so I re taught the concept the next day using reciprocal teaching.
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Loridia Urquiza
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Claire Fuller Posts: 5
5/22/2018
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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 had a very bright boy, with depression and dysgraphia. He needed encouragement a lot, to put forth effort, when he focused he put out great product. He was given a computer for all his written work. Putting him near a friendly partner helped too.
Claire Fuller
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Claire Fuller Posts: 5
5/23/2018
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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 really like Khan academy because it uses computer assisted instruction, with visuals, that give immediate feedback, then it webs out depending the students pace and mastery. It does structures to lessons to fit the needs of the student, completely differentiated. For the same student as mentioned about this was a great web based program, challenging the student specifically in the areas he needed. The program also has great data for the teacher.
- Claire Fuller - high school
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Claire Fuller Posts: 5
5/23/2018
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- 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.
- There are students that have a real hard time drawing, a 11th grader who draws like a 2nd grader or maybe they have a writing disability. I had a high school student that could barely fold pieces of paper into various shapes. In this case I would have the student write a story instead of draw, to describe the concepts, or sometimes work with a partner, where each person would have their own job.
- C.Fuller
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Brandi Benga Posts: 4
6/6/2018
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I have had a student with ADHD. He struggled with being able to concentrate long enough to complete an assessment without getting distracted. So, to accommodate this I would asses the student individually in a quiet room. I would also give him breaks during the assessment. This gave him extra time as well. This created a setting that he was more comfortable in and was allowed to really show what he had learned.
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Dustin Clark Posts: 3
6/11/2018
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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.
As a high school ceramics teacher, I often have classes of nearly 60 students. This leads to an over stimulated environment for some students who fall on the Autism Spectrum. More often than not, I adapt assessment location to lower visual and auditory stimulus to help focus these students. Sometimes this requires an alternative testing site, but could be as simple as relocating to a different part of the classroom. I am fortunate enough to have an office that has been converted to a "private studio space" for students who excel or need a quite space to work.
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Christopher Mink Posts: 5
6/11/2018
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I also have to adjust students seating in orchestra class for many reasons. Most students will find their comfort zone in the section and gravitate there every day. If there are no problems and they are improving, I let it stay that way. Some days I mix it up completely and they love it.
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Samantha Hower Posts: 3
6/19/2018
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When I was previously teaching high school drawing, painting, and sculpture I had a more wide variety of student needs than I do now. One particular student needed adapted presentation, responding, setting, and scheduling. This student and I went through a getting to know you process in my sculpture class that took a number of weeks but following what I look at as somewhat of a pre-assessment, I was able to establish routines for adapting all four areas of accommodations. My adapted assessments were to monitor how he was able to improve, over time, his ability to describe and communicate his ideas verbally, how he was able to articulate problems he was having during the process of executing his ideas over time, and how he was able to discuss his ideas and artistic processes to other teacher and peers. Although he was creating original works like his peers, we dedicated more time to supporting and monitoring his ability to communicate with others through focused assessment which I consider successful because by the end of the year he was enthusiastic about discussing his ideas a final products with anyone who would listen.
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Laura Campbell Posts: 4
6/22/2018
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I teach all students and mixed grade levels. I give pre assessments on daily drawing prompts. I call them before and after. For example: I ask students to draw a cup like they know how to do. I normally get two-dimensional shapes with a line handle. They use a sketchbook daily for daily prompts. Students draw a before drawing- then I ask them to hold up their drawings as a group. I give immediate feedback in my observations. Then, I use brief guided practice in drawing a cylinder with a two dimensional handle. I use scaffolding as drawing with cylinders are practiced with upcoming drawing prompts that involve cylinder based objects throughout the week. I use Judicious review with my drawing lesson prompt. Students end up with a collection of drawings in their sketchbooks. I use peer tutoring when needed. Assessments are based on individual progress of each student and their abilities. I use informal assessments daily, participation grades weekly based on work habits, effort, clean-up in which students are grouped in tables of 4 and each has a task to participate in setting up and cleaning up , helping each other with understanding daily objectives and directions. I post everything on line, use posters , smart board, teach hands on, then assess fairly based on individual student progress. Final assessments are a combination of portfolio, collected grades on sketchbooks and participation. I use centers based on units and easier to more challenging assignments that could reach the same overall student objective.
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Kathleen Rich Posts: 2
7/8/2018
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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.
I teach ESE Art to 9-12 graders and their disabilities vary from learning disability to CP, to downs to autism. An assessment that I have found to be successful and I see immediately if a student is faltering is: I have envelopes that I have made. On the outside is either a visual, a definition or one word. Inside the laminated envelope are laminated cards that have a definition, visual or just a word. The student is asked to choose the correct answer(s) from inside the envelope to describe what is being asked on the outside of the envelope. Sometimes there is only one correct answer and sometimes I mix things up and throw in two correct answers. I have found that this is a great way to assess who is on track and who needs more instruction. After a student has correctly shown the correct answer they put all the answer cards back into the envelope, positive feedback is given and then I give them a new envelope to answer and the one they just finished I pass onto another student. If a student answers incorrectly I ask them to try again and if necessary I give prompts to help them make the choice without telling them the correct answer. When they finally answer correctly a high five is given and they move on to another new envelope to solve. Another form of assessing that I like to do is: I have a stool that has been labeled on the top "The Hot Seat" This is not a form of punishment but a place where the students can sit and be the teacher for a moment. When they choose to take on this role they have to ask the class a question about something that we have learned. We could be reviewing what has been taught that day or subjects in Art that we learned in the past. I am constantly reviewing information taught throughout the year. I find this a good way of assessing because 1) I can see that the student has a questions in mind and knows the answer as well, and 2nd) I can see which students know the answers, This is a quick moving process as the kids love coming to the Hot Seat. I like both of these forms of assessing as they are visual and auditory and some students with disabilities perform better this way then say a paper and pencil form of assessing.
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Kathleen Rich
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heidi enneking Posts: 3
7/25/2018
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I teach middle school and have a wide variety of students with disabilities in my classroom. I assess students based on their own progress, participation, and effort in completing assignments. Adjusting timelines to provide additional time for students who need it is something I often do and for those who are finished, I give them an extension assignment. I find preferential seating and allowing students who need it, increased opportunity for movement. I also have a table where students can stand to work instead of sitting.
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Betsy Haskins Posts: 3
9/6/2018
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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.
Most of my students have autism and intellectual disabilities and assessment in my classroom for all my students always includes work ethic. They usually work hard and FAST. Exit tickets, written or verbal is something I will reintroduce.
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Scott Whipple Posts: 5
11/7/2018
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For the past three years, I had a student with muscular dystrophy. Her progressive disease made it difficult for her to move about the art room, but she had a paraprofessional that assisted her movement about the room and I allowed her to do her work in her wheel chair after she could no longer get in and out of it without much difficulty. I have had to make minor modifications to my expectations due to this students deteriorating motor control. I used a portfolio and review to assess her work to show progress through the year. My focus with her was that she show growth in understanding artistic concepts, instead of focusing on artistic technique.
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Scott Whipple
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Angela Amos Posts: 3
11/28/2018
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I have a few SLD students who would always get frustrated on written exams or quizzes. To adapt the assessment, I have these student complete the exam or quiz in a Google form. I allow the form to have multiple retakes and to show the missed answers. The student may then review what they missed and retake the quiz or exam as many times as they need to feel successful. Sometimes they will take it 4-5 times, which is OK by me because I'd rather they learn the content (which they will with multiple review and retest opportunities).
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Hallie Smith Posts: 3
12/6/2018
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I had a student several years ago in a 2D art class with Cerebral Palsy. Because she had a lot of trouble visually representing her ideas due to her disability, I would combine the visual assessments of her work with an oral assessment where she could explain the concepts and describe what she saw in her head in much greater detail than what she could put on paper.
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Paul Barker Posts: 4
12/18/2018
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I currently have a student with a degenerative eye condition caused from her Albinism. She has limited vision and extreme light sensitivity. I critique her work in sculpture class Orally. I also allow a partner to assist her with issues like cutting small forms or to use a laptop so she can enlarge images she wishes to draw in detail.
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Sarah Ingram Posts: 3
12/19/2018
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I have used various informal critique methods and have found that it is very successful. One way I do this is meet with the student individually to discuss the project at hand. We discuss various adjustments and improvements that could be made to improve the artwork. Now the student has a concrete task list. I have also had students critique their own work based off of a rubric. The student will analyze and reflect on a personal work of art or design and formulate a new creative problem based on the existing artwork. I also encourage students to discuss projects in a small group setting so that they can share ideas and assist each other. I have found that having various checkpoints throughout a project where students can reflect on positives and improvements is very encouraging for all students.
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Kathleen Tracey Posts: 4
1/6/2019
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- I currently have a student who is a high functioning autistic. She is incredibly smart but does struggle with some small motor skills. I have adapted drawing utensils for her so that she can grip them better. I have also had to adapt the grading of her work, she is in my AP Studio course and requires more time to work on her pieces.
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