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Chris Oxford Posts: 6
1/10/2018
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Yes, this is something I have had to deal with in my video production/computer based courses. Creating smaller, easily achievable projects helps, and attempting to create bell to bell activities. But, it is an ongoing challenge; we have to think outside of the box sometimes. Jo Davidsmeyer wrote:
I have often had students with ADHD in my computer art classes. They have trouble with staying on focus for an entire period and become easily distracted. Often they would distract their should partners and prevent other students from concentrating on their own work. Modifying assignments so that they had smaller, achievable goals helped, as well as finding other activities for them in the room: classroom helper, passing out headphones, etc.
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Richard Jansen Posts: 6
1/10/2018
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I remember a student with Autism. He was extremely intelligent and quite meticulous about everything he did, but there were times when he was not as focused as he could be or he became fixated on small details that would prevent him from quickly completing an assigned task. (He would not often require extra time to complete an assignment or a test but of course when necessary it was provided.) I honestly found that listening to his concerns and offering words of encouragement would help him "let go" and move on to expedite completion. it took time but he did improve! I have heard from him several times since his graduation and he's always happy to catch me up on what he's working on in college. I'm very proud of him.
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Richard Jansen Posts: 6
1/10/2018
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Chris Oxford wrote:
I have had a few interesting cases over the last few years that I experienced for the first time regarding students with disabilities. For this discussion, I would like to discuss one in particular - I have had a Hard-Of-Hearing student, and an interpreter came with the student to class everyday. She and I would discuss the lesson plans of the day, collaborate on instructional ideas and deliveries, and it was a real lesson for me. It was good for the student to also branch out and work with peer groups, as I am sure it helped not only his confidence but his social skills and educational skills for the course.
Great job, Chris! I have yet to have a Hard-of-Hearing student but it sounds as if was handled well and also mutually beneficial. Keep up the good work!
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j vizzi Posts: 3
3/14/2018
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I had a wonderful student in my studio class. She had a brain tumor which had been surgically removed. This surgery affected her speech, coordination and motor skills. She was a very determined girl and wouldn't allow her disability to stop her. To top it all, she wanted to come to school, her parents were willing to hire a tutor and didn't demand her to come to school. I met with her and together we developed a program and approach to the class. She loved the arts and would work for hours doing drawings and watercolors. She came to work during lunch and at any free time that she had. She also created poetry and tried to work her poems into her drawings. The other kids loved her positive approach and helped her with whatever she needed. She gave me one of her poems which I still have.
edited by j vizzi on 3/14/2018
edited by j vizzi on 3/14/2018
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Lori Phillips Posts: 4
4/14/2018
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I have an autistic student in my Art 1 class. He is very creative, very capable of drawing, and has good motor skills. Once I model a concept and give directions, it seems he doesn't know how to start. I believe the problem is he lacks confidence in getting started on his own. He will say "I can't do it" or "this is stupid." So I approach him individually, show him an example, then help him line up a ruler if a line is needed or show him where to make a mark on his paper to get him started, and/or prompt him verbally by talking him through the first step. Maybe I should try a reward system if he starts a project on his own?
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Heather Ramirez Posts: 3
4/18/2018
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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.)
Several years ago I had a student with autism, and he was highly-functioning. His disability interfered with his ability to interact with ease socially with his peers, but he could easily understand information as well as write beautifully. The writing part stood out because he just could not speak well, yet he could write effortlessly. What stood out to me the most, however, was the willingness of his classmates to work with him. For example, one day my student with autism had a complete melt-down that resulted in him running around the room, screaming. His peers watched with shock, but they did not laugh. Some even returned to their work while he was screaming. Most of the students' expressions showed surprise, but it was a surprise laced with curiosity. After my student had calmed down, I sent him to the restroom so I could talk to the class about what had just happened. The following discussion allowed for an open and honest conversation about autism and how it must have felt for him to go to the extremes that he did. What followed was not pity, but an honest respect. Students were very careful not to touch him--that is what set him off--and I was touched by their innate desire to do right by this young man.
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Tyler Hudson Posts: 3
4/22/2018
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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."
One student that I had was very interested in design, but due to fine motor function problems had great difficulty with traditional pen and paper assignments. To say that CAD was a revelation to her is the understatement of the year!
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Heather Ramirez Posts: 3
4/25/2018
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
Two strategies I will use in my classroom are the Task Cards and Cubing. For the student with disabilities, I could tailor the Task Card so that the student can complete tasks that he/she is physically capable of doing. For example, if writing is a problem, then I could include either at typing component or a more abstract way of conveying understanding as in pictures or the use of technology. Regarding Cubing, I could do the same as well as focus more specifically on areas the student needs to practice. For example, if he/she is not ready to synthesize, a higher order function, then he/she could practice the skills below that in order to get to the point of synthesis on another assignment.
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Heather Ramirez Posts: 3
4/25/2018
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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 a student who has difficulty physically writing. Word count is important and cannot be altered, so I allowed him to either have his parent write the work or for him to use a computer and type the work. It was a successful strategy I utilized throughout the year.
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Loridia Urquiza Posts: 5
5/9/2018
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Four years ago, I had deaf or hard of hearing student in my Spanish class. At the beginning she was frustrated because she couldn't hear well and the mom wanted to take her out of the class. I started conducting my lessons close to her, but in a discrete way so that she wasn't embarrassed. I also provided her with videos that could be accessed from my class website. She performed at the expected level and passed the class successfully.
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Loridia Urquiza
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Loridia Urquiza Posts: 5
5/9/2018
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Four years ago, I had deaf or hard of hearing student in my Spanish class. At the beginning she was frustrated because she couldn't hear well and the mom wanted to take her out of the class. I started conducting my lessons close to her, but in a discrete way so that she wasn't embarrassed. I also provided her with videos that could be accessed from my class website. She performed at the expected level and passed the class successfully.
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Loridia Urquiza
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Loridia Urquiza Posts: 5
5/9/2018
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Four years ago, I had deaf or hard of hearing student in my Spanish class. At the beginning she was frustrated because she couldn't hear well and the mom wanted to take her out of the class. I started conducting my lessons close to her, but in a discrete way so that she wasn't embarrassed. I also provided her with videos that could be accessed from my class website. She performed at the expected level and passed the class successfully.
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Loridia Urquiza
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Brandi Benga Posts: 4
6/5/2018
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I had a student in my Art Appreciation class who had ADHD. The student had difficulty sitting and listening to full instructions. He wanted to get up often and could not concentrate long enough to receive and then comprehend all of the instructions for his projects. This made it very difficult for him to show that he understood the concept we were working on. We had to work on maintaining his attention and chunking the concepts. He was also given extra time to complete projects.
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Brandi Benga Posts: 4
6/6/2018
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A student in my art class was partially visually impaired. The students were given an assignment in which they had to do research on an artist and then make a presentation. All of these students were instructed to use the laptops in the classroom to conduct the research and make their presentations. This allowed my student who was visually impaired to increase the font size of information so that he was able to adequately read it. This also allowed him to use computer programs that would help him create a presentation that best suited him and allowed him to present the information eh had learned.
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Dustin Clark Posts: 3
6/11/2018
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Last year in a Ceramics I class, I had a student who was physical disabled. He was paralyzed from the waist down and had limited strength/mobility in arms and hands. This made it especially difficult for him to use proper stance, form and body weight to manipulate clay for techniques like wedging or rolling slabs of clay. We were able to break the parts of several assignments into chunks in order for him to maintain success and manage the fatigue and soreness in his hands.
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Christopher Mink Posts: 5
6/11/2018
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Are there other kinds of clay that are easier to manipulate?
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Samantha Hower Posts: 3
6/12/2018
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When I taught 6th and 8th grade Art, I had a young man who was both blind and severe speech impediment in a 6th grade class. I was lucky to have wonderful resources and support from both his ESE teacher and the paraprofessional that accompanied him to my class. Throughout each of our projects I was able to find ways to modify the materials to allow him to meet the learning goals. For example, for our Color Wheel Paintings I cut strips of matboard for each of the different colors and added a different pattern using hot glue on each strip. In order to help him with the task of mixing all of the colors, I added fragrance to each color with essential oils (i.e. red smelled like roses, yellow smelled like lemons, etc.) The student decided which pattern he wanted to designate for each color and identified/mixed each of his colors using smell and painted each strip. With some simple modifications, he was able to meet all of the lesson expectations and had ownership of the final product.
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Laura Campbell Posts: 4
6/21/2018
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I had a student who is autistic. This young man was very inspiring to me. He loved to draw anything that came to his mind. He is high level. Very bright. He did well in my class because I wanted him to create his own style of drawings. They were detailed, very thought out, he wrote a story about each one on the back ot the drawing. His mother is an artist. She encouraged him at a young age to create. He had issues with speech however, his art spoke for him. I told his mother to compile his drawings and publish a book. Art from the heart of ( I will say Joe as his name to protect his identity.) I showed his work to the students and they were amazed and he was very happy to show his work. This helped him fit in. I often told him that the world needed to catch up with him. He had his drawings in area art exhibits and he was so happy that his art was appreciated. Students really respected Joe. With encouragement, allowing his own space, not being rigid to a certain outcome , enabled Joe to succeed with art class in his own terms.
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Kathleen Rich Posts: 2
7/7/2018
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Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
I teach ESE Art to students with a varying degree of disabilities. They range from Autism to hearing and visual disabilities to learning disabilities. The student that I am answering this prompt to was Autistic. As I taught the seven elements of Art I became aware that this student responded to PowerPoint presentations and the use of regalia in class. To visually see what was being spoken about as opposed to just an oral lecture seemed to help this student connect and learn. Also when assessing this student after teaching for the day I would place several objects and vocabulary word flashcards (that we have learned) on the table. I would ask questions and this would give the student the opportunity to choose what he thought the correct answer was. Of course positive feedback was immediately given and any clarifications were made.
edited by Kathleen Rich on 7/7/2018
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Kathleen Rich
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heidi enneking Posts: 3
7/27/2018
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I had a student last semester with a learning disability. She did well sitting close to the front of the room and with peer supports. Sometimes she needed cues or encouragement to continue working and extra time to complete assignments.
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