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Maria Kanga-Jamba Posts: 3
6/12/2023
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I have had a student whose exceptionality is gifted with language impaired. When I first met him in the 2021-22 school year, he was very quiet and always to himself. His laptop was always attached to him. I made sure to drill the classroom expectations, rituals, and routines for all my students in the very first two weeks of school and reminders throughout the year. Despite the daily reminders, he would still get out of his seat to come to me to ask what to do and many times his classmates would get irritated with him and would say something to him. I always remind the class that we need to value and respect all members of our classroom family. One day he pushed his chair violently and ran outside of class and cried. I didn’t know quite what to do, so I asked him if it was ok, if he could sit in the closet while the door was open whenever he felt frustrated. He agreed and came back into the classroom. He was very hard on himself and when he asked me for help, he would get very impatient and constantly apologize. It was a challenging 6th grade year for him. However, he did make some progress throughout the year. He is very determined to succeed. At the beginning of the year, I told his father that I was very proud of him and that he had made great progress.
Managing large classrooms has always been a huge problem for me and I’m sad and regret that I have not always paid very close attention to my students’ 504 and IEPs to best accommodate my students. I have, however, made accommodations in the best possible way I thought I could to help my student's succeed. Now I’m realizing that, had I paid close attention to the recommended accommodations, I would not only have helped meet my students' needs but also would have cut down so many behavior issues I endured so far. This year, I started paying close attention to the 504’s and IEP and did my best to follow the recommended accommodations. For example, with this student, I have understood that he needed a safe and quiet place where he could calm down whenever he could not regulate his feelings. I made sure to remind him of the behavior expectations especially during transitions because he would always want to be at the door first waiting to be dismissed. I would remind the entire class that we should wait at our table for the teacher to dismiss and not the bell. I would allow him to go to the restroom whenever he needed. I gave him opportunity for movement whenever he would just get up out of his seat to get supplies or go into the closet to get water. He always came to show me his work and I would give him verbal encouragement because of how frustrated he would get. Because he always kept to himself and was always seen on his laptop, I would provide proximity control to make sure he was on task and give him feedback so that he would not just rush through his work to get on his laptop.
I provided support for following directions in both print and on the online gradebook platform, so he could check what the assignments are and what he could do next whenever he would finish an assignment. I also posted on the board for all students. I would give step by step instructions as well as examples with pictures and samples of artwork for him to see and touch in the classroom. Whenever I demonstrated a technique to learn, I would pause to repeat directions and clarify or ask for a volunteer to come to the front of class to demonstrate to the class what the teacher just demonstrated. He would at times volunteer as well. This benefited all students.
My assessment methods included checking understanding at the end of a reading assignment introducing a topic, artist or project, project reflection and biweekly sketches which I would check every other week. For my students with disabilities, I would give immediate feedback since my classes were so large but also that they could begin making the necessary adjustments right away.
My assessments accommodations that have benefited this student in his fine arts learning have been mostly motivational accommodations. I would give him and others who show efforts verbal encouragement but also to remain on task. The way this benefited my student was in the way he remained on task, became more calm and more confident whereas before, he would get very frustrated when things didn’t go his way. He scored very well on quizzes.
Another assessment accommodation that seemed to work for all my students, including this student, was prior to administering tests or before a final project is assigned, students are assigned various practice activities including guided step by step practice with teacher and activities in small groups. My emphasis this year was more on the process rather than on the product but in the end the outcome of the final products have been amazing.
A third accommodation that I also enjoyed myself was playing soft, calming music to minimize distractions and it also helped put me in a calm mood. I made sure not to play music that students would sing along to because I found that that caused even more distractions.
At the end of this school year, my student was more self-reliant, more confident and was getting out of his seat less and less for help and I also saw less outbursts of frustration and his work was looking more advanced. The closet was now only used to get water cups for painting.
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Laura White Posts: 6
6/13/2023
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I have had to write a checklist with the student. He had to complete a step than show me before starting the next task. He often would like to skip all steps and just do what he wanted. This the standards/expectations better and the end result.
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Laura White
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Amy Badovinac Posts: 3
6/14/2023
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I teach AP Studio Art 2D and 3D. In the past for their final portfolio submission, students had to complete a quality works section that required them to mount five of their best pieces of printed art work. I had a student with CP who had limited mobility in his hands. I am very lucky we have an amazing math ESE aid to work with our students. He was able to not only work with his math student to assist them, but he also acted as the CP student's hands while working one-on-one with them.
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Jamie Shoemaker Posts: 3
6/17/2023
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One of the adapted assessments I have used in the past, for a student with learning disability was the pre-assessments. When the students first entered the room they were to get their sketchbooks and work on the daily bellringer. The bellringer would normally request learned information from the previous days lesson, and request the students to either write a short paragraph about what they learned, or draw out what they learned. I then would then ask students to share what they drew or wrote, to their peers at the table. As they did this I walked around and assessed what the students were discussing, and reviewing some of their responses. This allowed the student with disability options that worked best for them to complete the bellringer.
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Lisa Willman Posts: 4
6/22/2023
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2. Exit cards and student journals are a great way to informally assess student learning. I use the exit card after presenting a new artwork assignment. One prompt I might use is, "Explain a part of the assignment that you want to know more about." Student journals or sketchbooks can show student thoughts and ideas throughout the lesson. It is used to determine student growth and development of skills. I try to use the student journal at least once per week with a teacher directed prompt or drawing assignment. Then I can assess student growth periodically as a summative assessment of skills.
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Kellen Mills Posts: 3
7/9/2023
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One of the great advantages of being a studio art teacher is that "a picture is worth a thousand words". In a very short period of time I am able to assess a student's skill level by looking at their drawing skills in their sketchbooks and decide what strategies will support them. Through sequential sketchbook lessons and activities I am able to monitor progress and provide feedback. We have ongoing sketchbook check ins during class activities and projects where I can identify areas of difficulty and help with strategies to achieve the learning targets. All assignments are sequential within a unit as formative skillbuilding, culminating in a final, summative assessment. This works for gifted as well as students with disabilities because I can adapt or modify the assignment for increasing or decreasing complexity but still maintain the learning target for all students.
One illustration of a modification of complexity I made this year was for one of my autistic students with dysgraphia. He did not have the motor skills to be able to make 5 shades of grayscale, but he was able to graph lines on his paper with assistance and follow the grid to create a line drawing twice the size of the original picture that was a great likeness and of which he felt very proud. The selection of a line drawing was a modification, since the other students were working from photographs, but it was an appropriate choice for him. (We did try a grayscale cartoon and he just could not seem to process that much information. The modification was a result of our problem solving assessment of making a more appropriate choice together.) Since he finished his drawing well before the other students did, he was eager to try another one and ended up doing three. By the third one he had gained a great deal more independence in measuring skills and was very happy with his success. He was very proud, and the whole class affirmed his accomplishment by applauding for him.
Although he did not "perform" at the same level as his peers, he did perform at a high level for his prior experience and accomplishment. I think it was important to work through the process with him and discover together what his appropriate challenge would be. It felt collaborative and was a real learning process for both of us. I would not have had that experience if I just decided ahead of time that he couldn't do the assignment and gave him something too easy or unrelated. Formative assessment is an invaluable tool to use for all students and I believe maybe especially for students who are struggling with disabilities because it provides us with the information we need to continuously meet them where they are and help them stretch further into gains that help them have an authentic experience of learning. Those endorphins are a happy experience for all of us!
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Stefanie Mielke Posts: 3
7/11/2023
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I give students extra time for any assignments and assessments. I give preferential seating. Accepting verbal answers instead of written answers. Check list of what needs to be accomplished. I adapt projects to students' abilities. Everything is posted online for students' reference.
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Lisa Lloyd Posts: 3
7/11/2023
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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 given students extra time (extended the due date and have opened up the classroom during lunch and after school) with individualized instruction/coaching in order for them to successfully finish projects. For the art history class, I post all course material to our LMS including the slide show with my notes and other resource materials.
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Erin Simpson-Krar Posts: 3
7/14/2023
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Last year, I had a young lady with a specific learning disability. She created beautiful art and was successful in the course, but she did need some accommodations. For her, I would repeat and clarify directions one-on-one, and I would provide extra time. She sometimes took projects home to finish or work on them while other students were working on something else.
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Joesph Comer Posts: 3
7/24/2023
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1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the art classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
The past year in art I had a student that was vision impaired and diagnosed with ADHD. The student was concerned about his grade and refused to do the work because he was afraid of failing the assignment. That student was also a disruptive student who could not sit still and would not leave the other students alone. I spoke of him earlier in one of my assignments. I am using him again because he was the most outstanding and memorable student that I had. The student would not do the work and would destroy the art materials out of frustration. As I mentioned before a one on one intervention with him discussing different things about the aspect of art and life brought him around. In the situation that I am describing for this Reflection and conversation I want to talk about his question that struck my understanding of hoe to grade fairly to the core. His question spurred an adaptive or alternative assessment in not only his but all student’s work.
The student asked me, “If I cannot draw because I don’t see the paper properly how can you grade me?” My response was not immediate. I told him I had to think about his question. While I let him prepare for the assignment I walk the classroom observing other students. I did notice the quality of work differed immensely from student to student. This spurred me into thinking how do I grade my students when they are at different levels of understanding and ability. Do I grade it on how pretty the work is? Do I grate it on how colorful the work is? Do I grade the quality of work the student did? These questions came to mind and I had to think back on my teaching career. In the past I taught science and in science we learned that there were two types or qualities of investigation or observation. These qualities were considered to be quantitative or qualitative. In quantitative we look at the amount or degree at which the student is completing the assignment and understanding the concepts. In qualitative we look at how the students progresses with the concept and how pretty or colorful the piece is.
This is when I decided to start grading my work on quantity not quality. In fact the students question revamped my grading process so that I could give each student a fair and objective grade. This grade was not based on how pretty or how colorful the work was but rather how the work was completed the amount of Understanding that the student put into the work. This process gives us student the ability to do his or her very best by demonstrating the amount of understanding of the assignment.
This adaptive grading also gave the students the ability to evaluate each other. In the past the students would look at the work and say that is completely messy and does not look pretty. Both descriptions of the work were completely qualitative and did not demonstrate the understanding of the assignment.
I feel that greeting quantitatively instead of qualitatively the students have a fair chance at completing the assignment Regardless of their ability to do art with the added bonus of confidence.
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Kris Campbell Posts: 8
8/6/2023
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I had a student that struggled with reading and writing in grade level. He was very intelligent and soaked up everything we were learning about the art from Ancient Egypt. When giving him the final unit assessment, I read the questions to him and he verbally answered and I wrote what he said. He was one of the few students to get a 100 in the class, but if I hadn’t done this he would have most likely failed the test.
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Kris Campbell
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Kris Campbell Posts: 8
8/6/2023
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I had a student that struggled with reading and writing in grade level. He was very intelligent and soaked up everything we were learning about the art from Ancient Egypt. When giving him the final unit assessment, I read the questions to him and he verbally answered and I wrote what he said. He was one of the few students to get a 100 in the class, but if I hadn’t done this he would have most likely failed the test.
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Kris Campbell
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rachel meyers Posts: 2
8/7/2023
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A student in my beginning Sculpture class who struggled with reading and speech. I made sure that students sat close to me so he was able to see when I demonstrated or showed visuals on the screen. After demonstrating and providing instructions, I would ask another student in the class to show this student how they were going to begin their assignment or art project. I also instructed the student individually or had him explain the directions back to me before he began so I could make sure he understood the steps or process.
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Alfredo Pichardo Posts: 2
9/28/2023
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Question: Think of an art 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 visual arts learning. Share your response in the threaded discussion.
I have a student with a visual impairment. Unfortunately, I did not know this until I saw him getting extremely close to the computer monitor to read the assignment. It was not the fault of the system; he was transferred to my class later in the year and the personnel were not notified of the change in order to send me his Individualized Education Program (IEP) promptly. According to his IEP, he does not speak up or tell his teachers if he is having difficulty.
Anyways, after noticing this, I sat with him and manipulated the computer screen to enlarge the fonts. I also changed his seat to avoid glare from the window. Currently, I am in the process of obtaining a computer-mounted magnifier to help him see better. However, I am concerned that he may not want to use it because he will be seen by his peers.
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Amanda Fleming Posts: 3
11/9/2023
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I always scaffold assessments in my classroom for each student. I typically do a preliminary artwork to gauge a student's skill level at the beginning of the year. I then base my grading on improvement or growth from the intial artwork. When I am grading a summative test, I always allow my students to ask for clarification and allow them to retake the test as many times as they need to until they pass it. I've found in doing this, my students are less panicked and typically do better on the first round because they don't have to be panicked about having a failing grade.
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Kezia Laberis Posts: 4
11/14/2023
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I have a student who is ADHD and Autistic. I have the following accommodations: student sitting close to my desk, as well as model through hands-on teaching, sitting in a group setting so students can assist and work together, allow creative interpretation based on his own interpretation, allow additional time to process material and information, give out directions ahead of time and also on google classroom to allow time for more learning, and use the table as support for help in clarification of material and/or missing information.
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Kezia Laberis Posts: 4
11/16/2023
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Think of an art 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 visual arts learning. Share your response in the threaded discussion.
I have a student who is ADHSD & Autistic. I have given a pretest to check for knowledge prior to entering my ceramics class (as I do with all students); then move into preparing lessons and planning based on what students should start with for project-based learning and do an ongoing assessment while checking their work daily to help and plan for any accommodations that need to modify depending on the student's ability. We do summative assignments and self-reflections when our work is complete and this helps students gain vocabulary and be verbal and also written on their completed works. I have noticed that he is responding well to this format. I will make accommodations as needed throughout.
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Ian C Wiskoff Posts: 7
11/19/2023
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neslihan celik-george wrote:
I had a student with ASD. She didn’t like using pencils and drawing on paper but she was very good at using computer. I teach her how to use Photoshop and she made drawings assignments on computer.
That is a good approach. I have found that even general ed. students seem to respond to computer graphics as opposed to basic pencil, pen, and paint. I think it all goes back to the fact that the current generation is used to a rapid result on any activity because of social media and the internet's ability to fulfil requests and provide information extremely rapidly. I sometimes struggle with the basics with my students, but they need to realize that photoshop, illustrator, painter, procreate, etc. are just more tools in their artistic arsenal, and without an understanding of the fundamentals of art, they will not achieve the results they were aiming for.
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Ian C Wiskoff Posts: 7
11/19/2023
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Kris Campbell wrote:
I had a student that struggled with reading and writing in grade level. He was very intelligent and soaked up everything we were learning about the art from Ancient Egypt. When giving him the final unit assessment, I read the questions to him and he verbally answered and I wrote what he said. He was one of the few students to get a 100 in the class, but if I hadn’t done this he would have most likely failed the test.
Did this student have an IEP or 504 plan specifically geared toward their reading ability? Either way, I give kudos to you for your dedication to the needs of this individual learner. How did they do with the artistic assignment dealing with ancient Egypt?
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Shannon Furst Posts: 3
11/22/2023
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1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the art classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I had a student in Ceramics class with a visual impairment. I worked with his resource teacher to provide assessments that he could take using his adaptive technology. He had a device that read the tests and he could respond using a Braille keyboard. He participated in all of the informal and formal assessments such as the midterm and final exam using his adaptive technology. I had to be organized and needed to provide longer written assessments to his resource teacher. Shorter formative assessments like journal entries or vocabulary assignments could be completed in class. I would read the questions and sometimes he would record my voice so he could replay the questions if needed. Then he would type the answers. He would email the answers to me if it was a longer assignment. He would often need extended time for this process.
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