|
Administrator Administrator Posts: 18
4/11/2016
|
(Choose one)
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.
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
|
|
patricia salzano Posts: 3
5/2/2016
|
I had a class where there was child with E/BD. I started off with him at the round tables with the others but it was very disruptive to everyone. I had the principal bring me a desk with divider panels and used it as my teacher helper station and his desk with the "Show me the Mona Lisa" poster I had made for listening behavior in clear view in front of him. Over time he was so engaged in art class and knew epected behaviors that for some lessons he did go sit at the tables with the others, but he did go to the other desk when a "loud" activity was going on. Many of the other students always asked to sit there also which made him feel good about it.
|
|
|
+2
link
|
|
Christine Jamrok Posts: 3
5/16/2016
|
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
My third grade students are assessed through their completion of a sketchbook. Typically, the students must give definitions and examples of the six elements of art, and track their learning with a Tracking Sheet. All students are allowed to use reference sheets or other resources to complete this assignment (which takes place over the course of an 8-month period).
For one of my ELL students with a learning disability, I also provided reference sheets that included more visual examples, as well as the key vocabulary in English and Spanish. I also gave this student a video to watch that did not rely on language to explain the concepts. The student was also allowed to bring their notebook home to work on, to allow more time to complete the assignment.
|
|
|
+2
link
|
|
Maureen Parinello Posts: 3
5/29/2016
|
My 4th grade students explain how they used an element and a principle in each artwork they create. My student has LI and SI. In order for him to complete this assessment, I provide a station which is available to anyone in the class, near my desk where no other students are working on artwork. It is quiet and there is a text with tabs for students to reference with elements and principles. The elements and principles are given pictorially and a brief written explanation is provided. Ipads are available as well for the student to type his response. I am able to check his response through the Ipad and ask further questions if needed until he has achieved the goal. This interaction is only visible to him.
|
|
|
+1
link
|
|
Regina Fallgren Posts: 4
6/5/2016
|
For intermediate students, I often assess with a notebook which requires the students to draw pictures and label with key terms the technique of art method taught, integrated instructional information, or key concepts. This is helpful for student with learning disabilities since it allow information to be broken down into simplified visual sketches and notations. Other methods I have used or these students will include breaking down the assessment into three sessions that coincide with each lesson in a sequence or series.
|
|
|
+1
link
|
|
Regina Fallgren Posts: 4
6/5/2016
|
For intermediate students, I often assess with a notebook which requires the students to draw pictures and label with key terms the technique of art method taught, integrated instructional information, or key concepts. This is helpful for student with learning disabilities since it allow information to be broken down into simplified visual sketches and notations. Other methods I have used or these students will include breaking down the assessment into three sessions that coincide with each lesson in a sequence or series.
|
|
|
+1
link
|
|
Taylor Peterson Posts: 3
6/7/2016
|
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have a student with ODD (oppositional defiant disorder). He does not like to stay seated and often will get very frustrated and mistreat the materials and disrupt his tablemates, which makes it difficult for him to complete a project as instructed. Most students, after completing a project, will write a short paragraph explaining how they used the elements and principles we are covering in that project, and will read it aloud as they share their work during critique. Since this student does not stay focused for very long, I will assess his learning verbally as well as allowing him to point at his project to confirm what he knows. I will ask "how did you use value in this painting?" and he will point to it. I also encourage him to explain how. He also tends to sit by himself in order to better stay on task. I also have students who have a speech impairment. These students are given more time when answering questions in order to get their thoughts out without interruption. I also make sure to have visual aids for them to point at, if the words are too difficult to get out.
|
|
|
+3
link
|
|
Katie Thaggard Posts: 3
6/11/2016
|
I work with preschool students and right now, our goal is to successfully represent a person with features in accurate placements. To accommodate the student with ADHD, I talk to him while he is drawing and ask him questions about what he is doing to help keep him on track. I assess him through his verbal responses with anecdotal records which are attached to his work and kept in a portfolio.
|
|
|
0
link
|
|
Michelle Ulvila Posts: 3
6/17/2016
|
I have a student with ADHD in my classroom. While taking tests, I will stand by her desk and point to her test whenever I can see that she is being distracted. Sometimes I will read the questions aloud for her if she is having a difficult time reading.
|
|
|
0
link
|
|
Regina Miller Posts: 3
6/19/2016
|
Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities.
I give out pre and post art tests. The pre test is given right at the start of the school year. The same test is given again at end of year. To accommodate any student with a disability, they are given extra time, the questions are read aloud as well as the options for answers. I allow them to ask for assistance in understanding a question, or if they do not know what a word means.If they are ELL I help them one on one as best as I can or ask another student to translate. I allow all students to look around the art room for answers as there are posters and examples. A lot of teacher observations and end of lesson reviews.
|
|
|
0
link
|
|
rebecca ford Posts: 3
6/20/2016
|
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 speech impairments. He can make sounds but can't clearly say any words. Sometimes, at the end of my class I will have students verbally answer a question before lining up. I will ask him a true/false question and have him clap once for true or twice for false. He does it and it works great!
|
|
|
+1
link
|
|
Jo Anne Petry Posts: 3
7/12/2016
|
Formative assessments in my 2nd grade art classes include quick quizzes on color theory where students are asked to write the names of colors in different categories such as primary, secondary, warm, cool, neutral, etc. One enthusiastic artist has severe dyslexia and writing for her is a slow and painful process but she no trouble mastering the concepts in art class. When giving these types of assessments I write the category for her (and say it for her again when she hesitates in answering) and I allow her to answer by coloring with a crayon rather than writing her answer.
|
|
|
0
link
|
|
Deb Magahey Posts: 3
7/31/2016
|
One assessment I have used in the past are journal entries with art criticism response or art reflection responses. I had a student before that struggled with putting his words in writing. He did great and was successful in the art room with discussion and project completion. When it came to journal entry time, He would tell me What he was trying to say and I would write it out for him to document in his journal. Sometimes, I would have a fellow student help him as well.
|
|
|
0
link
|
|
Patricia Whitfill Posts: 3
8/2/2016
|
I use exit slips as part of their sketchbook journaling in which the students are required to answer with written form and sketching the questions about their project. My student with DMD (Duchenne Muscular Dystrophy) is wheel chair bound and has limited use of his hands. When he is ready to answer the questions, I will write his responses for him so he doesn't get tired quickly. He then can draw his picture of what his response was. I don't require him to color in any sketch unless he feels up to it.
|
|
|
0
link
|
|
Maria Tomacari Posts: 3
8/20/2016
|
For my 2 ASD students and other LD students, I frequently allow for extra time to complete projects, I will remove a certain aspect of the assignment in order for them to be successful. For example, if a student needs to indicate through their artwork future goals and a "mission" for a Mission Patch project, We will talk about shorter term goals that they can focus on like reading a book/ completing morning work vs. Reading a chapter book or series. I would not expect them to accomplish shading on their artwork and allow simpler symbolism to communicate their thoughts.
|
|
|
0
link
|
|
Leann Malphurs Posts: 3
8/24/2016
|
I use reading journals in which the students are required to take notes, develop chapter titles, write responses to a prompt all related to the novel we are studying. I have a student who goes to occupational therapy to work on his lack of fine motor skills once a week, and his handwriting is almost illegible. He has the option to draw a detailed picture rather than take notes. He also uses a scribe, when necessary, for graded prompt practice.
|
|
|
0
link
|
|
Staci Barnhouse Posts: 3
8/30/2016
|
With my students I have had with ODD, Aspergers, Emotional disorders, and LD; I often allow them to draw pictures and label what they can. Then I will later ask them to describe what they drew and I will record that. Or another thing I will do is work with the students independently for a brief moment and assess them orally and one on one with me.
|
|
|
0
link
|
|
Ed Sauk Posts: 4
8/31/2016
|
I have a fine arts student with ADHD. The Assessment Accommodations I would select that could potentially benefit him in assessing his learning would be to provide extra testing time and allow for rest breaks. This would allow him to re-focus and avoid being overly stressed.
|
|
|
0
link
|
|
Kristen Simpson Posts: 3
9/7/2016
|
I have several students that recieve occupational therapy. I work with the therapists to find tools that would assist the students in the art room. I provide these tools for all assignments and assessments. The students are allowed to select the media that best suits their needs and the adapted tools to complete the assignments or assessments. I also provide pictures or artworks for the students to point the the answers of questions they are being assessed on, that way the pressure to create art with the concept being assessed is reduced and I can assess the understanding of the concept.
|
|
|
0
link
|
|
Trisha Posts: 3
9/15/2016
|
I had a student who was a selective mute. She spoke at home but wouldn't speak at school. This was difficult when it came to music class where students were expected to sing and participate. I found that she would be willing to whisper if it was only the 2 of us in the room. I purchased a whisper phone for her and she "performed" her songs in private outside of the classroom. It turned out that she has a really sweet voice!
|
|
|
0
link
|