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Staci Barnhouse Posts: 3
8/23/2016
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I had a student who is on the Austin Spectrum and was diagnosed with this during the year I had him. I worked very closely with his mom who I met with often and we worked together to give him the best education. His disability affected his education and social interaction, he was not able to keep friends for long periods of time because he didn't want to share, do what they wanted, etc. He wanted to talk about cars and play cars. This was a struggle when trying to find a partner or work with partners in class. He also had a hard time staying on task and paying attention for long periods of time. He also really struggled with being able to write out his answers. I allowed him to type his answers and gave his chances to verbally explain. I also sat him near me and other students who were always willing to help.
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Leann Malphurs Posts: 3
8/24/2016
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I had a student who was born with a hearing impairment and wore hearing aides in both ears. During the year I had him, I worked very closely with our speech teacher, meeting at least once a month, to discuss and monitor his progress. We also worked very closely with his mother. His hearing impairment did not affect his social interaction, he was very well liked. Nor did it impact his academic progress for the most part. He was a hard worker and willing participant in class activities and discussions. However, I made sure that his physical placement in the classroom was near my desk, to insure that he could hear the speakers from our Brightlinks board, and away from the higher traffic areas, such as the restroom and front door. I also made sure that I was near him when giving multi-step directions, and we used a Thumbs Up routine to make sure he understood what was being presented orally in class (student presentations, etc). The class was arranged in groups, and we fostered a family atmosphere where everyone was willing to help their group members stay on task, clarified directions, etc. That way, he wasn't singled out if he needed to ask a peer for re-direction or clarification.
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Ed Sauk Posts: 4
8/27/2016
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In a drawing lesson with fourth graders I used the Tiered Lesson strategy. A student with ADHD was given scaffolded instruction and varied subject matter that gradually increased in detail. The student was taught to simplify the objects viewing them in their biggest schematic shape and proportion. The student was taught to work from a simple representation to gradually adding medium sized down to small details. Demonstration and visuals demonstrating the concepts were provided.
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Kristen Simpson Posts: 3
8/31/2016
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I just recently changed positions from a ESE K-2 self contained classroom teacher to art. Most recently in class I had a student with a primary exceptionality of Emotional/Behavioral Disabilty. I met with his teacher and counselor to discuss interventions and accomodations and modifications that were in the students IEP. I implemented the strategies the student needed in order to help manage his behavior. I provided a cool down space and modeled correct behavior and responses during our lessons. Lessons were broken down into smaller chunks and the student was provided with several options for tools and subject in order to fit his needs and keep him engaged. If the student became violent or overly aggressive and did not utilize the provided strategies and areas for "cool down", the rest of the students would be moved away to another area in the room and adminstration was called to remove the student. The student also had a point sheet that traveled with him to my class, points were earned towards a reward. The point sheet is completed and monitored. I also attended IEP meetings to discuss and provide input for the teacher and parents.
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Deborah Scarbrough Posts: 5
9/19/2016
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This is my first year as an art teacher. For the past 31 years I have taught kindergarten through fifth grade. I teach at a school with a large ESE population. I have a variety of students with different exceptionalities. Since many of my students have difficulty with small motor coordination it is difficult for them to trace and cut. A few like to put everything in their mouth. My lesson was on primary and secondary color. My lesson involved using paint to make the secondary colors. Since some like to put things in their mouth I changed it for them. I made my own playdough. I added food coloring to make red, yellow and blue. I had the students roll it and play with it so they were used to the texture. I then gave them another color to roll together. They could see that the primary colors mixed together made secondary colors. This was also good for small motor skills. . I have discovered since then that I could color the dough with Kool-aid. It is non-toxic. I did make sure that none of my students had food allergies.
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Caitlyn Bucalo Posts: 3
11/21/2016
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I have a student who is ASD. He refuses to work most of the time. I have had to learn to adapt what we are doing so that he is interested in it. I have found that if he is interested what we are doing, he will work. If I do not adapt his work then I will more than likely not get much from him. I have also implemented "break" times for him. When he is feeling overwhelmed or needs a break he holds up a card on his desk that says break. I then set my timer for 2 minutes and he can choose to move to the library with all of our comfy pillows or stay at his seat until the timer goes off. Once the timer goes off he goes back to working.
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Sarah Harris Posts: 3
12/22/2016
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A few years ago I had 3 different classes of EBD students. Every day was very different emotional and academically for these students. To help these students get the most out of their art time I started a system of red/yellow/green buckets. The students could come in and pull a stick to tell me if they were green (good/ready to learn), yellow (ready soon/ needed a minute to calm down), red (not ready/need something independent to calm me down). The color stick they pulled that day was the color table they went to in my room (my 7 tables are each a color ROY G BIV). I would have a calming independent activity at the red table; simple color sheets that went with the lesson, word puzzles, etc. Yellow table was simply a spot for that group to have a minute or 2 to sit before instruction began. Green table I would start into the lesson of the day with that group as soon as they were in their seat. Once Green table was done I would move to yellow and ask if they were ready to start the lesson. After getting yellow started I would follow up with anyone at red to see if they would like to move to the main lesson of the day. I would continue this rotation checking on my green table students, then my yellow, and back to my red for the remainder of the class. If a student ever go frustrated they could move to the red table to calm down if they needed to.
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Jennifer Furr Posts: 3
1/19/2017
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I teach at a large Title I school with many students of varying disabilities. One that pops into my head is a 3rd grade student I have with an emotional disability that I had in class this morning. He cannot sit at the same table with several other boys, so I let him sit at a table by himself. He is somewhat social though, so I usually sit with him at his table and talk to him, and praise him for doing the right thing. He does have to get up occasionally and get supplies from other tables (even though he has the same ones at his table), but as long as he is not starting anything with any other students, I let it go. I've learned to pick my battles.
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Lisa Russo Posts: 2
1/27/2017
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I have had many children whom are color blind and in the past I have taught them threw value and looking at the names or numbers on a pencil or crayon.. I would encourage them to line the colors in color spectrum order and or value. As we learned color theory I would make note of the # or name of the colr we were working with so they could keep up to pace with the3 rest of the class and not be singled out. I also have many other students whom have various disabilities and I try to use proximity, cueing, and buddy symtem to assist some of those students as well.
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Jamie Roche Posts: 2
2/14/2017
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I have several children that are physically impaired along with impaired cognition, often with limited movement in their arms and hands, and wheel chair bound. These students come in an inclusion setting with a general education 1st grade class. I modify lessons and materials to cover the same lesson so that they students are working on the same art project. One examples of this was our recent lesson on self portrait. My 1st grade class was using crayons and pencils. I cut out heads, eyes, noses, and mouths, using hand over hand technique, the support aide assisted students with making a self-portrait. I used yarn for hair and material for the shirt to provide a tactile experience for my students. CFAEFL.org/FineArtsForum
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Kristal Petruzzi Posts: 4
3/9/2017
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I have been blessed to work with many children in a visual arts classroom. Thankfully, each child can express themselves utilizing the mediums and techniques in their own way. I have utilized a microphone worn to help hearing impaired students. I have taught students with behavior disorders, and we have worked to find the right spot for them in class, alternate ways to communicate frustrations, and the like. All of the children come with their special challenge, and of course this has affected the classroom environment, but I believe in a positive manner. By working with each child with understanding, it has rubbed off on all the children in the classroom. It has made them realize we are all different, but we work with what we have and use art as our way to communicate.
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Valeri Borstelmann Posts: 3
3/16/2017
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I have two 3rd graders in the same class who have orthopedic disabilities. One has a wheel chair, and sometimes rides in it or walks and pushes it for stability. The other has forearm crutches. Both students have a very independent spirit. The student with the forearm crutches used to need a chair with back support (I have stools), but now that she has grown up she has developed core muscles enough to use a stool. She also used to have a foot rest, but now has gotten taller and no longer needs it. The other student varies from day to day. Some days he sits in his wheel chair, and I provide a lap desk. Some days he transitions to the stool with no accommodations.
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Kelly Warne Posts: 3
3/21/2017
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I have a 5th grade boy with ASD that is transitioning from art with a self-contained special education classroom to a general education class for art. It has been difficult transition for both of us. I have assigned him a seat next to me. He is assigned to a table with students that will model and help him with behavior and art expectations. I have modified his expectations in weaving from 10 rows of warp threads to 5 and a larger yarn to fill in the loom quicker. I will discuss with the special education and general education teacher other ideas for support.
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Jodi Lubrant Posts: 6
4/4/2017
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I have a student that was hearing impaired so I demonstrate what I am doing on the board while discussing it with the class. I also have had a student that visually impaired and I had him sitting up front. When I was done with teaching the lesson and the students were independently working, I would give him extra help and draw things out for him on separate pieces of paper really big so he could look up close and understand the concept I was teaching and draw his own design on his paper.
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James Miller Posts: 3
4/13/2017
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I have 2 students in the same class,both in Kindergarten. One student a girl, has orthopedic impairment of of cerebral Palsy and the other a boy has health impairments. Having just had open heart surgery, including other health issues being monitored based upon a early child birth. What I find in both cases is that these particular student do not wish to treated any different than any of the students in my class. Lets be clear in Kindergarten you have everything that is considered normal child development mentally and physically. From runny nose syndrome (I like to call it )with mucus that seems to swing like the germs are having a circus performance just for my queasy entertainment. To the wining crying tantrum that results in pee on my art stools and a trip to the nurse for fresh pants ahhh the joys in clean up. Yet somehow we produce art...I kid but actually I am very proud of my students. However, the students I stated above are not that way. The girl with CP has fallen several times in my class which her homeroom teacher had to reassure me happens often. However she simply gets back up and joins the group I have however adjusted the tables to accommodate her as moves through the class so she does not hit her head. She is very determined little girl, refusing assistance regarding materials, washing her hands or transitioning from class to class and the same goes for the boy. I have to constantly watch him because he just had the open heart surgery just a few months ago. He is smaller than any one else about the height of a 6 or 7 month old. So the only thing i do for him is put a pillow over some books and he goes at it without hesitation just as happy as he can be and one day he show off the scar he has to friends not realizing how close he was to the unmentionable . Professionally I am grateful for the clarity regarding my students disabilities but that is all it is... clarity. Because when I see them creating in my classroom and how they move getting their brushes or crayons or cutting paper or when I see them around the school in the cafeteria or walking in line, I see just students. Because for them it is not anything more than being a child and their kind of courage motivates me to be a better teacher and a better person.
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Christian Wicklein Posts: 3
4/17/2017
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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 had an ASD student (mainstreamed) that struggled with fine motor skills and would often show frustration and act out because of this. For example, the class was doing a Sunflower painting project for Van Gogh. They would sketch the vase and flowers in pencil. After sketching the entire picture they would then paint it. This was a very procedural based project with many steps and concepts. To assist the ASD student I would first make task cards using printed PowerPoint presentation for the project. The task cards streamlined and simplified the concepts. I would also cut out the basic shapes (vase, stems, flowers, etc.) in white paper for the student to paint separately. This was done so that they could be painted, made again if frustrated or needed, and arranged on the main paper in a way that the student would be satisfied with the outcome. Once this was done, the student would glue down the final work. This was a surprisingly successful way for the student to complete the project the rest of the class was doing and have a sense of accomplishment with very little acting out.
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Zak Wall Posts: 1
4/18/2017
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The first student that comes to mind is a 3rd grade EBD student. He was highly critical of his work. If the artwork wasn't exactly how he wanted it to be he would get angry, and quit doing the art projects. He would then start distracting other students. So, we setup a red and green light cup on his desk. Whenever he needs my help he flips the cup to red, and when he doesn't need my help he flips the cup to green. The cup worked great for him. As long as he did not distract any other students for the art period, his monster would receive a point in class dojo. He, also, got extra time to finish his artwork
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Rebecca J Heron Posts: 3
4/25/2017
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I had an ASD student who struggled with staying on task and would begin "scripting" a show or commercial that he had learned. I would often let him take a break and finish going through the "script" and then ask him to finish a project. It seemed to make him feel better that I didn't try to always stop him and the breaks became fewer and the ability to focus on classwork improved.
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Tammy Daddis Posts: 3
5/3/2017
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I had a student with severe ADHD. She had a terrible time staying on task and also had no organizational skills at all. I would always make sure that I gave her preferential seating in the classroom and always collected all assignments from her personally so that she didn't forget where to put it. After giving the instructions to the class I always went over to her to repeat the directions and check for understanding, I also gave her a buddy to work with to help keep her on task.
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Jo Davidsmeyer Posts: 4
5/17/2017
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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.
I had a student last year with autism, which severely affected his communication skills and focus and patience. This was a computer design class. He is truly gifted with his ability to create on the computer. He needed a lot of redirection to stay on task and did have anger issues if he could not figure out a problem. I made sure to monitor him frequently and intervene before he got to the frustration level. I could also redirect him by having him assist other students in certain problems. He could not answer "why" questions, but he could demonstrate and help students with "how" issues. I believe that by redirecting him in this helping mode he gained more confidence in my classroom.
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