|
Administrator Administrator Posts: 18
4/11/2016
|
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.
|
|
|
+1
link
|
|
Kim Andrescik Posts: 2
4/27/2016
|
One of the students I have in my first grade art class has an emotional/behavioral disability. He has a difficult time entering the classroom and transitioning into different activities and situations. It takes him ten minutes to get settled down and be ready to start class. He struggles with self-control and focus. This student does not stay on task and complete class projects without support and interventions. He disrupts other students who are working and often times needs one-on-one attention from the teacher. He gets angry easily when his art project doesn't work out the way he had hoped it would. I have had to make many accommodations in class for this child. Usually, I meet him in the hallway before class starts to review the rules and let him know the expectations of the assignment that day. He enjoys being told what we are going to be accomplishing that day and then I allow him to share with the other students what he heard me say the directions were. He needs close proximity with the teacher so I have him sit at the table near my work station. Often times, I praise the students who are working at his table to encourage him to stay focused. When he starts to get distracted or loses interest in finishing his project I will praise him for his work and point out what I like about his effort. He gets to earn a ticket for my prize jar at the end of class if he finishes his work and cleans up his area.
edited by Kim Andrescik on 4/27/2016
|
|
|
+1
link
|
|
patricia salzano Posts: 3
4/29/2016
|
One of my students in the second grade was Visually impaired/blind. He had a one on one para who came to every art class. I made some frames with wire screening in them. When we would do a drawing activity I would tape his paper to the screen so he could feel his crayon or marker going over the paper and it also created a bit of texture so he could "feel" his drawings. When we would be talking about shapes or textures in an artists work I would also provide maipulatives (spheres, cubes, "fluffy things, smooth etc...) to help him visualize what we were looking at.
|
|
|
0
link
|
|
Christine Jamrok Posts: 3
5/10/2016
|
- 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 currently have a fourth grade student with ASD. He is largely non-verbal, but will have occasional loud outbursts. Keeping his level of engagement high is a challenge, so I spoke with his instructional aide about ways to keep him engaged. He absolutely loves Sesame Street, so I have taken the opportunity to infuse my lessons with his favorite characters. For example, if we are using blue paint, I will refer to it as "Cookie Monster Blue".
I have also used some adaptive technology to help with his ability to use art tools appropriately. He loves to use technology like iPads and the computer, so wherever possible, I will allow him to use these tools instead of traditional art media (so long as it still meets the standards of the lesson we are addressing).
|
|
|
0
link
|
|
Maureen Parinello Posts: 3
5/28/2016
|
I currently have a kindergarten student with ASD and LI. He is able to complete projects well, but needs monitoring and frequent refocusing to complete tasks in sequence. He tends to get caught up in one part of a task where he will lose his focus at which time I need to verbally reiterate the instruction, a peer does so (we use Kagan structures), or I re-demonstrate the transition to the next step. I have examples visible for him, with steps.
|
|
|
+1
link
|
|
Sawyer Ramsey Posts: 3
5/30/2016
|
I have a third grader who is in the ESE program but mainstreamed into our school's physical education, music, and art classrooms. In my classroom he needs extra encouragement to attempt a project and he needs extra support to focus on a project once he has decided to attempt it. He and five other ESE students who come into my general educational class are accompanied by a para professional who spends much of the class time trying to keep the students in their seats and on task.
The student of whom I am speaking displays off task behavior by leaving his seat and going to other students from his ESE classroom to "play". I try to separate all of his ESE friends by sitting them at different tables and I try to assign a supportive peer to help him with his project. I often stand beside his table to help keep him on task but as soon as I leave the area to help someone else he usually jumps up to go to visit another student.
Our school uses "Tiger Paw" tokens to reinforce positive behaviors and I give them out in his class to students who are on task and staying in their seats. He will try to get a token but seems to not to be able to control his impulse to get up and bother another student. The most frustrating part of this student's behavior is that before he was placed in ESE, he tried very hard in my class. Now, he appears to use his placement as an excuse for not doing his work.
|
|
|
0
link
|
|
Sawyer Ramsey Posts: 3
6/3/2016
|
I would like to use the semantic mapping graphic organizer in my class at the beginning of the year and at the end of the year to compare my students' thoughts and ideas about art. As a beginning of the year lesson I will be able to see many different levels of understanding that the students have regarding art. Some may see art as only drawing, painting, and using clay. Some may name different projects that they have completed in the past. By repeating the lesson at the end of the year, I hope to see growth in vocabulary, concepts, techniques, and or specific artists that they have studied during the year. Semantic mapping can be a form or reflection for the student and a guide for me as to which of my lessons seemed to be the most meaningful or have had the greatest impact on my students.
I think I can be successful with my ESE students by having some work with a peer partner to complete the graphic organizer while others can work with me individually or in a small group. And, if I set this activity up as a cooperative learning group activity, I can get support for my ESE students without them feeling separate from the class.
|
|
|
0
link
|
|
Regina Fallgren Posts: 4
6/5/2016
|
Many of the students primary students have issues with fine motor skill since they have yet to be identified for OT services or other services; some intermediate students that have recently moved to our school do not have documentation on services or modifications and accomodations needed. When teaching weaving, I modify the lesson to include three levels of mastery. Level one included five paper warps and six weft strips of paper. Warp and weft strips were two inches wide and contrasting colors. Level two they paper loom is limited to two inch warps, but the weft paper strips are one inch instead of two. Two colors are used for the weft strips in order for the student to identify if the weave pattern looks correct. Level three is based on one inch warps and one inch wefts, with a two color patten in weaving. Level four would be the same as level three but the student may use a more complex color pattern. Peer tutoring and peer coaching is helpful with students needing some assistance; however, for students needing intensive assistance, I use a small pull-out group or flexible grouping.
|
|
|
0
link
|
|
Taylor Peterson Posts: 3
6/6/2016
|
- 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 with a visual impairment in one of my 2nd grade classes. He cannot see from very far away, so I made sure to sit him close to the board. He also has two friends that sit with him at his table, to help him if he needs assistance. I also have a 2nd grader who is on the autism spectrum. Sometimes, if he's been doing something for a while, he will stop his project and start clapping and making sounds with his throat. Sometimes he will get out of his seat and attempt to run around the room. To assist with this, I allow him to stand while he works, and he can take breaks to clap as long as he gets back to work afterwards. I also make sure to remind him to stay on task by asking him to "focus", which is what his parents asked me to do. Telling him to "focus" helps him realize he is off-task. I have also noticed he is very enthusiastic to work with the colors blue and gray, so I make sure he has those colors available to him as a reward for staying on task.
|
|
|
0
link
|
|
Katie Thaggard Posts: 3
6/10/2016
|
I have a student in a pre-kindergarten class who is highly energetic, has difficulty sitting still, is easily distracted (even when I'm sitting right beside him), and doesn't seem to retain any of the information recently presented. When I give directions, I break it down even more than I do for the other students. Most children in his class can retain 3 and 4 step directions. For this little guy, I give one or two steps at a time. I have him sit directly in the front of the class so that most of the distracting students are behind him. For more complicated projects, I ask him to repeat to me the directions I just gave him. If he is not able to, I repeat the directions until he feels comfortable. While he is working, I often stop by to encourage him and ensure he is appropriately on task. This has helped him to be successful in my class so far.
|
|
|
0
link
|
|
Regina Miller Posts: 3
6/12/2016
|
I had a student in 4th grade in an ESE classroom with more an emotional disability. This young lady is an amazing artist and is very talented, but very shy, doesn't respond much or participate. She cry's when not happy with something she drew, or happy with the final product. She doesn't communicate with others at her table or around her. Her confidence and self-esteem seem low. The other students in the classroom give her praise on her artwork and tell her she has done a great job when she is crying or down. I have always found her work to be great, so I will hold it up in class and show it as a positive example. That seems to put a smile on her face. I will hear later from her teacher that she would show the art to others in her class and be proud of it, which made me happy to hear. The days she would crumple her paper and give up, I would sit with her and work one on one to make sure she did the project but also felt good about it. She was always shy to ask for help, so I make sure to check for understanding and give encouragement. This girl has a lot of emotional problems in general, school and home, and my heart breaks for her. I just do my best to make her feel happy and continue to give her positive feedback and praise on what she has accomplished.
|
|
|
0
link
|
|
Michelle Ulvila Posts: 3
6/15/2016
|
I had a student in my class with a speech impairment. Due to this diagnosis, I barely heard her talk. She always did well on tests and assignments, but I never really knew how much she understood because of her lack of participation. This student was also very shy and had trouble making friends. I could tell that she would become frustrated during group work because she didn't know how to communicate with the other students. After working with her speech therapist for several months, she began to come out of her shell. By the end of the school year, she was participating at more than an acceptable level. Her therapist, parents, and I were very proud of how far she came.
|
|
|
0
link
|
|
rebecca ford Posts: 3
6/20/2016
|
I had a student with profound hearing loss. He had an assistant that would sign for him, but if he was looking directly at the speaker he didn't need her signing because he was so good at reading lips. When necessary, I also wore a speaker that went directly to his headset. He was not a fan of that because he would constantly have to turn in off and on. He sat at a table of four and when collaborating with friends he would want it off so he could hear his friends. He could hear people in close proximity. Sitting with a group, having an assistant, wearing the speaker, and sitting him in the front of the room where some of accommodations that we made so that his hearing loss didn't affect his learning.
|
|
|
+1
link
|
|
Michelle J. Ottley-Fisher Posts: 3
6/20/2016
|
This year I worked with a dancer who is diagnosed with Down's Syndrome. He would, therefore, be considered intellectually disabled but, he is also language impaired. Luckily, he loved dancing and would often break out into his own performances mid-class. One of our challenges would be keeping his attention during a movement class, especially when the music was not his favorite. Giving him the opportunity, along with his classmates, to change locations on a special signal not only broke up the monotony but, also made him look out for the signal. He was also given the opportunity to change knowing he would take a little time. This was a reward for a full day's participation.
|
|
|
0
link
|
|
Robin Burton Posts: 2
7/1/2016
|
I had a student who had an emotional disability and was ESL. I helped her to gain confidence in art by giving her visual examples and teaching steps in short bursts and working one on one with her when possible.
|
|
|
0
link
|
|
Maria Tomacari Posts: 3
7/3/2016
|
Last year my small group of ASD students ran the spectrum in these disorders. One student I would use as an exemplary example for his meticulous artwork and the other male student would want to do nothing but babble incoherently to his new friends. All were accepted and cared for by the regular class. The 2 girls stayed with the aide because the were not able to negotiate the procedures or materials without direct assistance. They could, however create interesting artwork with additional belp and support. Next year the plan is to move them with their agemates. We all feel that this would be a mistake because of the relationships that have developed with younger classmates. We can`t comprehend how they could be moved with older students who don't understand them or don`t have the level of concern for them. We shall see.
|
|
|
0
link
|
|
Paul Quintero Posts: 3
7/4/2016
|
I had a student who was missing an arm. I always paired her with another student for assistance when she needed help. When she was in 3rd grade and we were learning to play the recorder, I gave her a necklace that held the recorder for her so she could finger the notes correctly. When she was in 4th grade and we were learning to play guitar chords, I restrung her guitar to be left handed and tuned it to be "open tuning" so she could use a capo and strum the chords.
|
|
|
0
link
|
|
Jo Anne Petry Posts: 3
7/5/2016
|
Johnny is a 4th grade student in my art class who is autistic. He pays attention during the lesson and is well behaved. He participates in class and will be a helper when asked. His comprehension is good and he scores well enough on assessments. The issue that affects his learning occurs during the studio work time when the students are working on their projects. During this part of class, students are encouraged to work together to share ideas and materials. The class has almost 30 kids in it so, as you can imagine, there is a bit of noise from the accountable student talk. Johnny gets very little art work done and often complains about his classmates behavior on small things ('tattling'). He was also asking to take his project and materials home to work instead completing his task in class. Through my interactions and interviews with Johnny, I discovered that it was the noise in the classroom that rattled him and made him almost completely unable to focus on the task at hand. After the lesson presentation I began allowing Johnny to take his materials to a table on a small patio just outside my double glass classroom doors where I could see him and to work out there. I would meet with him several times during the studio session to check comprehension and allow him quiet time with me. His project completion rate improved and he was definitely more relaxed and less stressed at the end of art class. He stopped asking to work at home. His test scores did not improve but he was happier to come to class.
|
|
|
0
link
|
|
Deb Magahey Posts: 3
7/23/2016
|
I had a 3rd grade student with E/BD. In the beginning of the year, he sat with other students at round tables of 4. He had a lot of trouble controlling his behavior with this arrangement. He would become very angry with the other students. When I would remove him from the situation, he would get frustrated and angry. With this scenario, he was not completing his work or engaging in class. Every class period, I took time to talk to him to see how he was doing. He responded well to our quick conversations that focused on the positives. I had moved his seat during this time to a table that worked a little better for him since he really seemed to want to interact with others. He started working better, but still became unpredictable when over stimulated by classmates. During demonstartions, he started coming and sitting at my demo table. Here is was very focused and began to interact more with the lesson. He had a lot of positive things to say. After noticing this, I told him I wanted him to be successful and needed to know from him what would be a good seat for him in art class. I gave him three choices- his seat he was already in, a new table with peers, or a permanent seat at my demo table. He chose the demo table. With a couple bumps in the road here and there, he ultimately became positively engaged in the lessons, discussions, and activities.
|
|
|
+1
link
|
|
Patricia Whitfill Posts: 3
8/2/2016
|
My student has DMD (Duchenne Muscular Dystrophy) This form of this disability progresses at a faster rate than Muscular Dystrophy. In two years he has gone from being able to walk to being wheel chair bound and his hands are curling inward making it harder for him to hold a pencil, paint brush, etc... I have him sit at the end of the table close to where I am so that I can write his vocabulary etc.. in his journal. I also have him draw, paint, etc while taking lots of brakes to rest his hands. If I am busy with other students, he has a student of the day assigned to help him write. Because he gets extra time during the week (he is limited at PE, so he comes to the art room) I let him work on his project to stay caught up with his class. If he gets way behind, I will let him tell his assigned student how he wants something completed and they are then allowed to work on his project with him. If something we are doing is causing him distress due to the limited used of his hands, then I will work with him to find an alternative way to complete the project, or let him pick his own project that is close to what the rest of the class is doing.
|
|
|
0
link
|