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Darlene Wells Posts: 4
4/17/2020
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I have an ADHD student in a drawing class the I use pre-assessment strategies to see if she has some background knowledge and see where she is at with the skill level. At the conclusion of the lesson I have her do an exit ticket that is a quick drawing of what task she learned that day. She would often keep a sketchbook of before and after so she was able to see what she accomplished.
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roxanne campbell Posts: 3
4/17/2020
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This year I started using "Exit Cards" once/twice a week as my students were finished with clean up in the art room. I ask them to respond to a question that is written on the board as well as read out loud to the class, as I hand out a small paper with the question written on it. The students write a brief response which I review with them the next day- as soon as they come into the art room. I find this assessment to be an easy one and has been successful with students with disabilities. I do allow peer partner discussions if they choose to combine ideas for their responses, as well as drawing a picture of their answers.This has made the "question" assessment a more relaxed, non-threatening form of assessing each student. This was used with watercolor painting recently -"Why is it important to change the water in your water cup while painting?" Not only is this a good assessment tool, but it is also a reminder for students with disabilities -as well as the entire class.
edited by roxanne campbell on 4/17/2020
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Lenny Cabanero-Harvey Posts: 1
4/26/2020
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Hello, I teach ceramics and sculpture and all things 3d. I recently have students that are visually impaired, one that has intellectual and physical disabilities due to a removed brain tumor and students with autism. I make it a habit to write all instruction on the board as well as photograph it and send to those students that require written instructions and a place to refer back to in case they did not write on their own or did not photograph the agenda in class. I have the ability to work with students one on one during the duration of a project. This enables me to assess each students progress and modify or adjust how they are evaluated ( whether it be extended time, individual demos, or changing the original material). Because of this most students are able to create the same quality work as any other student. I use self-evaluations to better understand how the students problem solve through the project. I then meet with them individually if the work needed revisions and offer them a chance to resubmit.
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Chad Abel Posts: 3
5/27/2020
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I had a student with ADHD and dyslexia. For this student short quizzes and traditional tests present a fear inducing challenge. This student could benefit from informal summative assessments such as a journal. A journal could allow this student to combine information learned presented in writing, and heavily augmented with visual elements with creative aspects. The low stakes format combined with the creative aspects would be a valuable alternative that would make the assessment an enjoyable and memorable product.
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Amanda Holloway Posts: 2
6/2/2020
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I have a few students who have Emotional (E) and Intellectual (IND) Disabilities and I've found that the art room is one of their favorite places to be because the practice of creating something new is therapy in and of itself. The habit of keeping a daily practice in their sketchbooks provided structure and routine as well as a creative outlet for them to express their most frustrating emotions. Journaling also has shown to be a supportive method of assessing and supporting those students with disabilities.
edited by Amanda Holloway on 6/2/2020
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MARCELLE DOUGLAS Posts: 3
6/12/2020
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I have a late-teen student who has cognitive difficulties and is partially sighted. In our art lessons she enjoys coloring. Due to one of her eyes giving problems she tends to push her work a long way to the right and lean her left side on the table as she colors with her right hand.
Accommodation 1 = seat her at a big enough table so that she is comfortable and not restricted at either side by someone else and their equipment.
Accommodation 2 = make sure she has very good lighting, and also that any numbers or letters (like color-by-numbers) on a page she is coloring are printed in large, dark type, providing the contrast to help her vision.
These two, actually three... accommodations enable her to improve her standard, due to seeing more easily and working in comfort.
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Lesley Shea Posts: 7
6/22/2020
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In my Drama class, I had a student that was visually impaired. He could not read from a textbook, worksheet or the board but could see shapes so got around the classroom and school very well. I use a lot of demonstrations to show and teach concepts and this was a problem when he was first in my class. I soon paired him with a peer so that he could get help with materials (props, etc) and with the lesson I would give him hands on instruction to understand...a lot of time he was my person to help with the example/demonstration to the class.
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Jill Malone Posts: 3
6/27/2020
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This student was Autistic and had issues with staying on task and concentration during testing. He would show signs of stress when confronted with a limit such as a testing time scenario. I would give this student twice the amount of time to take the test and would change the setting to a more private area ( like adjoining office) to take the test. With these parameters in place he was less distracted and more relaxed.
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Stephanie Grooms Posts: 3
7/6/2020
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A student I had in my class this year had a 504 Plan. He had Juvenile Diabetes and I was tasked with watching him during all class activities. Due in part I had to be attentive, but not too obvious to take away his self advocacy. Thus, he and I developed a modified alert signal in which he had teacher made response cards in his classroom folder in which he would write a prompt appropriate answer to a question to increase active participation and on-task behavior. They give the teacher an opportunity to provide immediate feedback, and make sure he had taken his medication before coming to class.
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Jassmen Perez-alvarez Posts: 4
7/24/2020
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
One way I teach self assessment is by conducting whole class critiquing. This method allows the learner to share their processes with their peers and reflect on the final product. We openly discuss what went right, what went wrong and even possible different ways the same outcome may have been achieved. This form of assessment allow me to see when a student is self-correcting, content connections and teachs the proccess of self assment.
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Jassmen Perez-alvarez
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Samantha Pace Posts: 3
8/7/2020
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In the past I had a student with down-syndrome who was on a second grade level in high school. When it was time for finals, which was a cumulative exam both performance and multiple choice questions, I knew he would need accommodations. I didn't want to forego the whole thing (which is what other teachers told me to do) because he prided himself on working with the class. For his multiple choice exam (which no one else was able to view) I knocked the answers back to only 2 options and I inserted images in place of text. His aide was able to read the questions to him. He scored very well! Another accommodation I needed to make several times for multiple students was to the art tools themselves. My summative assessments come in the form of studio projects so if the students couldn't hold the tool or if they were able to apply the right pressure they wouldn't be able to demonstrate their understanding. I have been able to research and make easy adaptions so far.
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Gloria Sed Posts: 4
8/13/2020
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I have used informal assessments like exit cards after a lesson and response cards during review session. I have done some pre-assessment (pre-draw), ongoing assessments (monitoring students as they work and offering ongoing feedback and support as well as quizzes and unit tests), and summative assessments (projects and exams). Assessment accommodations I've used are oral reading of questions and extended time.
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Britt Feingold Posts: 3
8/17/2020
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In the art room I have used large sized markers for students that have issues with hand mobility as well as larger paintbrushes. Some students that had autism modified the assignment and added embellishments which I allowed. Other students used larger stamps to print on their papers. A wheelchair bound student I worked with one on one, and assisted him with color choice material selections. Alternative assessments that were used were proper use of tools and materials (amended or not) as well as at least 75% completion in assigned projects
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Lesley Wheatley Posts: 3
9/17/2020
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At my previous school district I had several cases of students with temporary disabilities; such as broken legs. Very unfortunately my ceramic studio was located at the top of 3 flights of stairs and there was absolutely no access for students in wheelchairs or with broken legs (unbelievable yes!) I was able to accommodate the students with broken legs temporarily in a downstairs room where they worked with another teacher who was able to pick up their project.
Another year I had a student with an emotional disability who found it very hard to be seated in close proximity to others; and he struggled with fine motor skills. Often times in the beginning he would become very frustrated with art tools; and only aggressive forceful marks would manifest onto his papers. I decided to make an accommodation regarding his choice of mediums - so I allowed him to use the computer to create his artwork as well as plaster (which he loved using - as it was a means for him to release his inner angst).
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Kelly Kreps Posts: 3
10/5/2020
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I allow my students to use any material that they are comfortable using. Some of my ESE students do not like the feel of some materials - like charcoal - so creating idea based projects with a choice of materials allows my students more comfortability in the classroom. This also allows my visually impaired students to use their ipads for artwork as well.
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Miguel Marin Posts: 4
10/12/2020
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As a Spanish teacher in elementary school, I have been working with students that have specials needs. It is a great pleasure to work with those students. Why? Because I teach them and they teach me, I love them, they love me, they learned from me, I learned from them. They motivated me to work hard every day.
NICHCY Disability Fact (2011) defined intellectual disability as certain limitations in communication, self-care, and social skills (NICHCY Disability Fact, January 2011). I have a student in third grade that he will be considered a student with special needs. I observed him for more than two weeks. His behavior is hard to understand. During the class, the student cannot express his ideas clearly. He does not organize his thoughts effectively and, he has poor communications skills. For example, he does not keep any conversation for more than five minutes. He will express more than one idea or thoughts at the same time. After five minutes, the student feels frustrated because he doesn't understand what his classmate are talking, and he cannot participate in the conversation. He cannot complete his assignments on time.
One of strategy that I used in my classroom with him is color papers, pictures, and short sentences. Depend on the topic that we are covering in class, the student could associate the new information with pictures. For example, last class, we were talking about nouns and verbs. I made a list of nouns with pictures and showed it to him. He can understand the information effectively. After that, I used a yellow paper to write the definition of concepts and include some examples of nouns. I did the same with the verbs and adjectives. Now, all the students in my class are identifying the nouns in the sentence, for him, I wrote no more than five sentences in color paper. I read with him each sentence, I included all the nouns that were covering in the class with the pictures, highlight with different color one noun in the sentence.
Did he learn? I will answer this question this week when we take the test. Fortunately, his mom is involving in school. I got a positive support from her in my class when as need it.
Refence
NICHCY Disability Fact (January, 2011). Intellectual Disability. Fact sheet #8. Retrieve from: https://fl-pda.org/independent/courses/finearts/index.html#221.
Technology is a great and helpful tool for those students with special needs. In my classroom, I have a smart board, where the students can see and interact with it in different ways. For example, I am using different websites that students can interact with each other. I used a website where the online tutor says the color in Spanish and students come to the front and touch the correct color in the board. If they pick the wrong color, a sad face pops up and students can try again.
The two strategies that I used to are providing visual supports and seat the students close to the board. Visual support helps the student to understand the topic of the day. Pictures with words let the student learn more vocab easier. At the end of the lesson, I provided an information in a color paper. I read it with the student and highlight the vocab words like adjective (in blue color), the verbs (in pink color), and the nouns (in yellow color). This is a kind of technology that you can use in class, besides the smart board. It is not meaning that smart board is not a good technology, it is, I used a lot of websites that allow the students to interact and learn from others. Also, audiobook is great for those students that have learning disabilities. In my classroom, I have like two computers that those students can hear and read the words in Spanish,
To conclude, the two technology that I am using in classroom for learning disability is the smart board and audio- visual books. First, smart board let them to see, do, and create answers about the topic of the day. Audio- visual books help the students to repeat and write the words correctly. At the beginning is hard, because this kind of technology is something new for the students, but if you let them know that you are available to help them, they feel comfortable and participate actively in class.
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Michelle Smith Posts: 6
10/18/2020
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.- Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
I currently have a student with tourette's syndrome that is high functioning. He is very excited to come to music. In order for him to be able to stay for the 40 minute music time without becoming too overstimulated we had to create a seating assignment that would help him remain calm. I brought in a rocking chair and adjusted his location in the room to provide an accommodation to help him focus.
This student also found success in movement. If I started most lessons with a movement activity, he was able to return to the rocking chair and join in on quieter learning activities. By planning lessons that taught concepts such as moving to quarter notes, eighth notes, etc., he was able to apply rhythmic learning to reading music when playing the recorder or other pitched classroom instruments.
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Ritchie Jackson Posts: 3
10/22/2020
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1. I have used adaptive assessment practices before, most notably with an autism spectrum student in my class. Part of their learning needs included a stimulant free environment during assessments. Luckily, I have an office attached to my classroom that this student would go into and be in peace while they worked on their assessments. The student took a stress ball in with them so that they could roll it around on the desk while they thought. This practice greatly eased her anxiety levels during testing.
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Eunice Iniguez Posts: 3
11/3/2020
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I have been able to implement alternative assessments for an ASD student in which they can complete the required task with materials they are comfortable with as well as letting the students choose their own topics based on personal interests and they have been more successful as they are more engaged throughout. The student was also able to take a break from the assessment and return after this break ready to continue working. I also make sure to keep the materials easy for the student to use and materials they have encountered and feel they can be successful with.
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Deanna Filiault Posts: 4
11/10/2020
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I had a student with autism and I had to give him several breaks throughout the class time as he would get overwhelmed with the numerous steps to create the art projects. Two accommodations that could help a student with ADHD could be to give them additional tasks to complete if they finish early and to provide opportunities for breaks/movement throughout the assessment.
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