1/12/2018
Topic:
Assessment of Learning
Renee Sebastian
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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 VI student and when we did self-portraits, hers was made out of clay. The rubric for the assessment was modified to access form rather than shape and line, but surprisingly many of the rubrics remained similar such as the ones for proportion or application of symmetry. |
1/16/2018
Topic:
Tools And Strategies
Renee Sebastian
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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.
I once taught a simplified additional computer graphic art class to our 5th grade via our computer lab. A wheelchair bound student always had difficulty creating art in the art studio room, but when he was in front of the computer he was more engaged and adept using the computer program tools than I have ever seen him. I could tell he must have spent a lot of successful time at home behind a computer. He would finish the guided and independent lesson quickly and then he would coach others near him. His art was also rated much higher on the rubric than his studio work. Being able to manipulate images was a real strength of his. Through the use of technology he was able and felt capable of being successful and a leader in the visual arts. |
1/16/2018
Topic:
Assessment of Learning
Renee Sebastian
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
As one way to summative access students at the conclusion of a project, I may have an exit slip that is also a self-evaluation rubric form. For some students, a picture derived rubric form would be implemented if they required it and for others the form may sit at the table during the duration of the creation time of the project. This helps especially the ADHD student remain focused. A simplified check-list of steps may also be provided, as well as a visually rich explanation of the procedures to aid during formative assessments. |