|
Administrator Administrator Posts: 18
4/11/2016
|
Choose One(1):
- Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
- Option 2: Think of a 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 learning. Share your response in the threaded discussion.
|
|
|
0
link
|
|
Erin Wright Posts: 3
5/8/2016
|
I had a student who, due to emotional issues and severe anxiety, had been left behind completely in her Kindergarten class. I had her in second grade and the students were supposed to present a poem to a small group, using effective expression. Sadly, while her peers were busy practicing their poem over and over, this little girl was struggling to read each word.
Since the task they were supposed to be demonstrating had nothing to do with reading ability and everything to do with expression, I worked with her individually and read with her until she became fluent with her short lines of poetry. Her expression was brilliant and I may never have known that if I hadn't been aware of her issues with reading.
|
|
|
+1
link
|
|
Kim Squicciarini Posts: 3
5/19/2016
|
An example of adapted assessment I have used in the classroom for a student with disabilities is when I allowed for an assessment to be given orally and I wrote down the answers as the child dictated them to me. The child had dyslexia and ADHD and he knew the content but could not get it on paper in a way that made him feel successful in his learning. By doing it orally he was able to articulate is answers in a fashion that made his proud of his final outcome.
|
|
|
+1
link
|
|
Jayce Ganchou Posts: 5
5/20/2016
|
Option 1: All of my art students get a sketchbook, I have them do all their thumbnail sketch plans, ideas, notes and art terms in that. I have them fill out a self evaluation as well on every project and that goes in their sketchbook also. So, during each project I and each student go through the sketchbook to progress through each individuals art project. ADHD and even social behavioral and anxiety type students find it easier to sit and talk about their work or ideas with their sketchbook because they can get it all out and show pictures and references and together we can clearly see where each student wants to go with their project and we can come up with best way to do...I love this form of brain storming/problem solving method. Less confusion and the student has better chances of success.
--
jg
|
|
|
+1
link
|
|
ileana reich Posts: 8
6/3/2016
|
I am responding to the following fine arts educators forum discussion: describe an example of an adapted the assessment you have
successfully used in the fine arts classroom for students with disabilities.Since I am not teaching in the fine arts classroom, I have adapted
this prompt to fit a past teaching experience.
When teaching 3rd grade over 10 years ago at a private K through 12 school in Michigan and as part of Learning time, I was conducting
One-on --one DRTA Reading assessment. One way that I had to adapt this assessment was to provide two choices instead of four for the multiple-choice comprehension questions.
Another way that I have adapted a pre-K end-of-year Kindergarten Readiness assessment is by limiting the choices of color swatches and letters during the identification portion of the exam. This student had a language processing disorder and needed this adaptation.
|
|
|
0
link
|
|
ileana reich Posts: 8
6/3/2016
|
Hi Kim,
You put a lot of patience and care into what you do. I liked your response : "Kim Squicciarini wrote:
An example of adapted assessment I have used in the classroom for a student with disabilities is when I allowed for an assessment to be given orally and I wrote down the answers as the child dictated them to me. The child had dyslexia and ADHD and he knew the content but could not get it on paper in a way that made him feel successful in his learning. By doing it orally he was able to articulate is answers in a fashion that made his proud of his final outcome. ". It is so important that as educator we do what we need to do to help students be successful. Nice job!
Ileana
|
|
|
0
link
|
|
Margaret Paxson Posts: 3
10/28/2016
|
Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I use lab notebooks with my students to keep track of ongoing opinions, perceptions, and attitudes about environmental science. Several of my students struggle with this format because it requires them to organize information without outside help. For students who struggle with this due to various learning disabilities, I have provided typed graphic organizers and more explicit instructions instead of open reflections. Additionally, students who are unable to write (dysgraphia, etc.) are able to organize their thoughts and opinions using typed media instead. One of my students types his entire lab notebook, and uses photoshop for creating drawings of things observed instead of handwritten observations.
|
|
|
0
link
|
|
Richard De Spain Posts: 3
11/18/2016
|
Have frequently used oral and visual assessments rather than written when the student have a physical or emotional issue which prevented them from communicating successfully in writing. It works extremely well in a theatre environment
|
|
|
0
link
|
|
Karen Monroe Posts: 3
12/8/2016
|
One of my students in my Theatre class has multiple disabilities; her primary exceptionality is IND and her additional exceptionality is LI. An adapted assessment I have been using for her is giving her the option to draw a visual representation of her responses to questions. She loves to draw and is quite talented at it and she asked me if she could draw a response on a recent study guide I gave the students. I discussed with her that as long as she answers the question being asked, drawings would definitely be an appropriate response. This student has grown as a theatre student by leaps and bounds since the beginning of the year and I truly believe it is largely due to the accommodations, alternative assessments and support she receives while in my class, not only from me but from her classmates.
|
|
|
0
link
|
|
Jason Schiessl Posts: 3
3/17/2017
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I had a student that had severe physical limitations so for any written assessments a student was assigned to transcribe any answer he responded to verbally. Also, due to the added steps to this process the student was given additional time and was placed in a quiet location so any disruptions (or compromising of testing integrity) were avoided.
For more informal assessments, whether they are pre-assessments or formative, I have students write in their journals addressing prompts that cause them to self-reflect and evaluate, using the concepts/ideas that are covered in class. I am aware that many students do not feel comfortable sharing their thoughts/feelings in front of a large class. Therefore, sharing their personal reflections to me via a journal, or even incorporating a think-pair-share activity where students will share their thoughts/writings to a shoulder buddy allows for honest assessment without the anxiety of whole group exposure.
|
|
|
0
link
|
|
Richard Jackson Posts: 5
5/23/2017
|
Administrator wrote:
Choose One(1):
- Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I had a student with ASD who performed far better on oral assessments than they did on paper or via computer. She had issues with writing that made her erase and re-do her answers over and over if she did not like the way a letter looked or saw differences in letter sizes, spacing, etc. When we moved to oral assessments with her, her performance in class greatly improved. She was able to vocalize what she wanted to say without having to concentrate on how it physically "looked" on paper. Drawing, journaling, or any form of writing was too big of a struggle for this student, and this avenue of assessment proved to be highly successful for her.
|
|
|
0
link
|
|
Kirsten Carmody Posts: 3
6/9/2017
|
- Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
This past school year I had a child with a physical orthopedic impairment. He had braces on his legs, occasionally used a wheelchair, and had problems with writing for long periods of time due to a physical impairment with his hands. I adapted some of the assignments to be shorter for him. Allowed him to answer verbally and partner with a peer to work together and record the answers to the reviews. I also allowed him to adapt to the physical activities we were doing – he was very motivated to do as much as he could – and mostly just needed someone to make sure he wasn’t pushing himself too hard! He is a wonderful child and I believe he really got a sense of community from being in a theatre class and doing physical motion that maybe he wouldn’t get to do in a lot of other situations.
|
|
|
0
link
|
|
Abbie Malkewitz Posts: 3
7/11/2017
|
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities
A student struggled with written vocabulary tests on basic theatre parts. On his exam I took him to the theatre and pointed out the places he needed to identify and define. Since then I have added vocabulary pictures to the exam.
|
|
|
0
link
|
|
Matthew Michel Posts: 3
3/1/2018
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I'm an English teacher looking to incorporate theater elements into my classes when we cover various drama such as Shakespeare or Arthur Miller.
A number of my ESE students have additional time as one of their accommodations on their IEP. Whenever I give an assessment, this could look a number of ways, depending on the student. Usually, the ESE teacher will allow the student to get additional time on the assessment in their Learning Strategies class. Other times, the ESE teacher will pull those students out of class to finish (if they also have seating away from distractions). I've had a couple of students choose to stay after school to finish the assessment, as well. Coordinating with the ESE teacher has been integral in meeting their IEP accommodations. I like to give the student a choice whenever possible, as that usually correlates to higher performance on assessments.
|
|
|
0
link
|
|
Chriss Celentano Posts: 4
4/29/2018
|
- Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I have a student with an emotional disability such that she cannot speak out loud. She can occasionally whisper but only a barely audible single word (often yes and no). We were exploring characters and I had a quick ongoing assessment to cover our vocabulary, with students demonstrating the set of terms. I had this student actually write her responses down with colored pens - which she was able to do in complete, long sentences, demonstrating which terms she did know and which ones she still hadn't mastered.
|
|
|
0
link
|
|
Dave Thomas Posts: 4
5/9/2018
|
- Option 2: Think of a 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 learning. Share your response in the threaded discussion.
I began teaching about 18 years ago. In my first two years, I came across a student in my English IV class that had stopped speaking. He did not begin high school this way. He lived with a grandmother and dressed the same each day. She would not accept clothes in donation. I have often wondered if there should have been more of an intervention with social work - even though I was assured by other teachers that this route had been addressed in the past. His disability has considered emotional, as the lack of speaking seemed to be motivated by the loss of family members in his life and apparent fear of becoming close to someone and losing that person, too. Small group instruction might have been an option to get him more involved with those that were more sensitive to his needs to help him overcome these barriers to social interaction. Diversified instruction where he was able to respond through another student - peer partnering - where he wrote responses and had another speak his response was a way that I recall using so that he could participate in class when discussions occurred. Over the course of the year, I discovered an artistic interest and encouraged engagement through pictorial response with his written response to engage through more means of expression. By the end of the year, he began to say a few words to me and another teacher when we worked together without others being present. I have heard that he began to socialize again once he graduated high school to some extent.
|
|
|
0
link
|
|
Lindsay McDade Posts: 3
8/9/2018
|
Describe an adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
When teaching lessons and vocabulary, I have students with disabilities use vocabulary foldables and draw images instead of writing the vocabulary words in sentences to help them understand words. Depending on the vocabulary, I have students physically get up and demonstrate things as well. This works well in theatre classes, especially when I am teaching new vocabulary for my word wall that focuses on characterization.
My students also write in journals daily. When having students write paragraphs about what they have learned from class activities, I sit down with some of my students with learning disabilities that struggle with writing and have them tell me what they have learned to make sure they are getting key concepts.
|
|
|
0
link
|
|
Janelle Laux Posts: 3
9/4/2018
|
- Option 2: Think of a 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 learning. Share your response in the threaded discussion.
I have a student with downs syndrome. She has a hard time expressing herself and memorizing lines. For our upcoming musical, I have paired her with another student who will be sharing a role. During rehearsals, I work with the pair about being an ensemble and help them develop a partnership to better each other. With memorization, I allow my ESE student to use her script as long as necessary and will continue to until she feels comfortable with her lines.
At the end of class, all students summarize their work for the day, rather than individually writing, I sit with her to verbally discuss each class. I am not only able to check for clarity, but am able to accommodate on the spot if something isnt working for her.
|
|
|
0
link
|
|
Florence Bason Posts: 3
10/3/2018
|
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I differentiated exit tickets for a student who was unable to use her hand to write with. Instead of writing an exit ticket, it was verbal.
|
|
|
0
link
|
|
Darlene Stewart Posts: 3
10/28/2018
|
I have a student that has dyslexia. Often times cold readings of scripts are very difficult. Learning lines in general are very difficult. This student requires more time during testing and various assignments/assessments that include comprehension, reading to oneself and reciting lines. It is easy to allow this student to have extra time as it is needed. Often more time is given to run lines with peers and rehearse scenes. This student works hard to learn what is needed to perform an excellent scene and often doesn't want to use the accommodations she has on her plan, but it is good to know the plan is there when the student does need the extra time.
|
|
|
0
link
|