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Halena Wolf Posts: 5
1/15/2019
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Recently I have added several students to my class that have been identified as Spectrum Disorder Disabilities. They are all very different and have therefore required individual modifications to curriculum. One student is highly gifted with creative and technical abilities. I have allowed this student to choose art projects on his own. He always strives to push his abilities in new directions and I have encouraged this by providing resources and media that are not generally used in my classroom for a variety of reasons. Another student is highly sensitive to light and noise. She has been seated near my desk, and I have turned down lighting in the entire classroom. This has been appreciated by everyone in the class. In both cases I allowed more time for projects and assignments. Because I have stools, students are allowed to stand at counter height lab tables, thus allowing for further modification.
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Joseph Barefoot Posts: 5
1/18/2019
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Having students who are very low performing readers I will sometimes read test questions to them and let them auditorily respond to them or write them down in short answer form. I find that this works to not only put the student at ease but it allows me to build a report with the student while helping them to build their educational skills
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Danielle Yarusevich Posts: 3
1/19/2019
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I love using response card type of review with my students. The response is used in an app called plickers. It works well with all types of students by allowing them to answer a question indepenantly without feeling the pressure of answering allowed with the class, especially students with verbal impairments. Therefore if a student answers incorrectly they are not embarrassed. If the students are visually impaired, I read the question to the class and a peer partner will assist them in holding the plicker to answer. If the student is hearing impaired they can just look at the board and answer on their own. The question is always based on the big idea of the day so it gives me feedback if the students understood. The responses are recorded and it allows me to see which students were incorrect so I can reteach the concept further the next day without other student knowing.
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Susan Convery Posts: 3
1/19/2019
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have many students with ADD and extended time accommodations which they need for their core subject areas, but do not need in the studio art classroom. I start all of my students with a drawing pre-assessment of shading and labeling the parts of light and shadow on a sphere and I do not assess spelling on the labeling. I am looking for the student's readiness to understand representation of the 3 dimensional form. I find that this pre-assessment removes my need to separate my students into those with IEPs and those without. Many of my "disabled/accommodation" students are exceptionally gifted in my classroom and my summative assessments are almost all project based so they build pride in their mastery of the subject material.
edited by Susan Convery on 1/19/2019
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Halena Wolf Posts: 5
1/22/2019
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An adapted assessment I have used to assess learning in a unit on one point perspective included giving the student a step by step list (printed) of instructions, and additional time for completion. Included in the step by step written instructions was a series of photographs illustrating the step described. The rest of the classroom followed similar instructions illustrated on a smart board, and at a faster pace. My autistic student was able to take his time with the presentation and complete the project showing mastery of the material.
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Keila Vega Posts: 3
1/22/2019
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Fine Arts educators:
- 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 who has several disabilities, a little autism, and specific learning problems. It was very difficult to concentrate and more to achieve communication with me. But I discovered that he liked languages. I am a Spanish teacher too, so I had the opportunity to like the class and to focus more when challenged to learn a different language. His attitude changed completely, as a young unsocial characteristic of autistic people to want to maintain an active communication with me. He get very organized in his notebook and his daily tasks even in his participation in daily class.
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Lonnie B Beadles Posts: 3
2/1/2019
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As an administrator, part of the responsibility for preparing teachers to work with students with physical disabilities falls on art educator programs. Our district does not have the means of providing these valuable forums for teachers. Then the responsibility falls heavily on our ESE department to work with these teachers to come up with workable common sense strategies to adapt not only instruction, but the assessment piece as well. Unfortunately, many students with disabilities have their art projects, etc. completed with heavy assistance from paraprofessionals or peers instead of receiving appropriate adaptations that allow them to participate to the maximum extent possible. After all, art is about personal self-expression. Participation is this process is much more important than the final product. In addition, multiple accommodations may be necessary to ensure that grade-level art education standards are covered despite physical/mental barriers. Some examples could consist of independent completions of projects or partial physical assistance. This could consist of hand-guided assistance or pre-cutting of shapes, etc. to assist in the completion of the project.
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Lara Klopp Posts: 3
2/3/2019
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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.
Adapted assessments are so universal in the art classroom that I can't imagine not having them for every student. To me, evaluations in art are largely due to an individual's starting point, and the distance they travel due to their hard work. Thus the end point is inevitably going to be different for each student, with those having more advanced starting points and greater ability to pick up new concepts quickly being held to a higher standard than those with less advances starting points and slower pace of learning. My rubrics take this into account, measuring the risktaking of a particular student based on his/her own ability, and measuring their technical skill, again based on their level of ability. It's mandatory that I do a number of pre-assessments so that I genuinely know, at the start, where each student is skill-wise, so that I have a deep understanding of their progress.
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Dabney Abbott Posts: 3
2/4/2019
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For my student that I have mentioned before that had an orthopedic disability and under developed hands with which she couldn't hold objects like a pencil I would put her assessment on my large Clear Touch touch screen so that she could touch the answer she wanted to chose and it would select it for her.
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Janet Nedescu Posts: 3
2/4/2019
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My experience of teaching art to a non verbal autistic student has shown me that in my art room this student found inspiration to create and a sense of calmness. Drawing was a welcome distraction to him where he focused on part of the whole, drawing only the most intricate details of the item being displayed. Other students would look at what he had accomplished and make positive comments which helped him communicate through his drawing with other classmates. His artwork was displayed on the board along with his peers. I usually use quiet smooth jazz music in the background when students create.
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Janet Nedescu Posts: 3
2/4/2019
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I use art history to start many lessons in doing so I use http://arthistoryteachingresources.org/. Computer-assisted lessons affect the dynamics of the classroom in a positive way. Students are more engaged with the subject matter and interact more freely with each other. Technology doesn’t work on its own it needs to be embedded within quality instruction. Hopefully it helps students complete the task and help to bypass an area of difficulty.
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Janet Nedescu Posts: 3
2/4/2019
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Creative projects offer students the freedom to show what they know without the constraints of printed text. Offering students art projects or multimedia presentations as a way to demonstrate an understanding of material they've learned can be an excellent alternative to timed test or take home reports
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Andrea Obenland Posts: 3
2/5/2019
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I had a highly functional autistic student in ceramics wheel class last spring. I found what worked best for them was to be on a wheel that was closer to where I could easily get close to them for help. Sitting down with them and having them go through the steps one by one also helped them to understand the steps. For example--they had to trim their pots so I would walk them through how to do it, they then had access to a visual laminated card that also went through the steps if I was busy with another student. As the semester progressed I provided the student with a checklist of assignments done at this point as well as what was coming up. I found that the student worked best from a hands-on approach and with visuals whether they be as videos or "flash cards". Breaking the steps down and related them to why this or that happened also helped the student to learn and be more confident on the wheel.
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Sarah Luesch Posts: 3
2/16/2019
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I have had two students in my 2D art class whose disability caused them to work very slowly on our projects (summative assessment). In order for them to complete the projects in the time frame allotted for in-class work, I would adapt the assessment by changing the dimensions. They would work on a smaller surface area; for example, if others were working with 12" x 18" paper, they would work with 6" x 9" paper so that they would be able to complete the project on time and feel successful in being able to complete it with the same goals, objectives, and requirements. If they still needed more time to complete the assessment, I would allow them extended time on a "make-up day".
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THOMAS RAY Posts: 3
2/18/2019
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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.
My student with an orthopedic disorder is allowed to either draw stick figures to represent characters in a storyboard or she can also find and use appropriate images from Google Searches. I do have to make sure she isn't taking too long in searching for the "perfect" image and she needs assistance with the correct file types to import as layers, but the work gets done.
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Jennifer Biagi Posts: 3
3/4/2019
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The past few years I have had a group of students with autism attend art class with two of my art classrooms. The group came with several assistants due to the many levels and severity of autism. There were several accommodations that I would provide for them to be successful in my class. For each project I would have examples of the finished project and an example of what we were accomplishing that day. I would have a list of step that they were to try to achieve that class period. If they were not able to finish, extended time was given. I had a whole set of specialized tools that the students would use to make their projects including: specialized scissors, large triangular crayons so they were easier to grip and not roll off the table, and glue sticks with a triangular base instead of liquid glue.
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Carrie Crosby Posts: 3
3/8/2019
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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.
When I have students students with OT I always provide accommodations in the form of a shortened assignment or extended time. I may cut back the requirements on a project or allow them to complete the project fully but adjust the next project because of time constraint. I'm always open to working with the student to see what works best.
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Mai Keisling Posts: 3
3/12/2019
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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 have a Hearing Impairments student who has a hearing aid, but at times he misheard things or that the sounds got a little bit of interference which caused him to misunderstand what I said. In sculpture class, I have students draw up sketches, discuss them with me, and then they start after watching and participating in the demonstration. After the first demonstration, this student started working on his project as other students did. However, as I came around to student's table to monitor the progress, I realized that he did not understand and missed quite a few simple steps. I assigned my teacher's assistant (TA) to him periodically to check on him as time went on. With easier technique dealing with template and slab construction, he did OK. As we moved on to more difficult project combining techniques, he had difficulty understanding with what I said even though he was near me but on the right side of me. Even with the TA and assigned classmates, he did not understand the steps. Finally, I realized that he did not hear me well at all. So, I moved him to the seat directly in front me. As I illustrate to the class each time, I made eye contact with him frequently and checked for his understanding of the processes before I would move on. If he is behind in work, he is allowed to have extra time to complete. I sometimes come over to his area to do a quick demo for him to show him what I said to the class earlier.
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maidinhkeisling
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Kris Campbell Posts: 8
3/30/2019
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Adaptive: I had a student who soaked up information auditorily and visually, but had major problems with reading and writing. When giving students an ongoing assessment that was based on written questions and responses, I read all of the questions aloud to the whole class, and then when I graded the assessment, I had the student individually explain his written answers (they were illegible). He did very well on the assessment this way and since the objective of the assessment was to see what information and comprehension they had on a certain topic, and not about his abillity to read and write, I got the assessment data I needed that was accurate to his knowledge and comprehension.
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Kris Campbell
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Margareth Fleming Posts: 3
4/2/2019
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Within my classroom, the most common adaptation I need to make within my assessments is to make sure that I am only checking them for understanding on some key parts, or to decrease the quantity of what I am grading.
For example, sometimes my students with autism get overwhelmed with the amount of drawings required within the time they need to finish it. When that happens, I'll ask that they only turn in 2/4 drawings, instead of the 4 drawings the rest of the class needs to to.
The main accommodation that I provide in my classroom is preferential seating. I find that when they feel confident about who they are sitting next too, they work much more easily and tend to stay focused more.
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