|
Iris Castro Posts: 3
3/23/2021
|
Iris Castro Students with attention deficit disorders tend to be successful when they have their own materials and spaces to work, and are permitted to make as many art products as they like. Art experiences are good ways to hold attention, and provide students with acceptable, enjoyable ways to express their feelings. Students with physical disability may need to use art materials in different ways, such as lying on the floor over a pillow to draw. You need to make sure that the student controls the creative process as much as possible by encouraging them to communicate.
|
|
|
0
link
|
|
Iris Castro Posts: 3
3/23/2021
|
Iris Castro - Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. The use of technology with students who have disabilities helps break barriers. The technology experience provides them with access to designed software and allows students with special needs to achieve. The text-to-speech technology software has assisted students with learning disability in enabling students who have problems with reading standard print who have problems in reading. Students feel comfortable by scanning and then reading the words to the student using different sounds.
|
|
|
0
link
|
|
Iris Castro Posts: 3
3/23/2021
|
Iris Castro Provide verbal encouragement of students efforts. Positive comments influence motivation. Students tend to be more effective by
positive feedback. It builds students self-esteem and confidence. Circling and highlighting the task in the directions helps students to
determine the important information and draws attention to the information that the task is requiring.
|
|
|
0
link
|
|
Matthew Huro Posts: 3
3/23/2021
|
As mentioned earlier, I have a student with autism who often gets frustrated with work. Reducing steps in the process and breaking the assignment into smaller pieces are two that are incredibly helpful in projects that he works on in my class.
|
|
|
0
link
|
|
Emily Kent Posts: 3
3/26/2021
|
I utilize ongoing journals WITH sentences starters for many of my students with specific learning disabilities. These journals allow me to monitor student understanding and quickly identify any misconceptions. Many of these students are reluctant to share out in class and it becomes difficult to gage their understanding. In order to prevent these students from quietly slipping into the background, I created specific sentence starters tailored for specific areas within our lesson/unit. I printed them on labels and just stick them in the student journal when needed. The sentence starters decrease the amount of time students spend on structuring a sentence and provide more time for them to focus on reflecting on their learning. So far, this has greatly improved my ongoing assessments of these students and allowed me to re-teach content before it's too late!
|
|
|
0
link
|
|
Lisa hudson Posts: 3
3/26/2021
|
I have a student with learning disabilities. He has trouble making eye contact and most of the time speaks to me with his eyes closed. He has a speech disability as well that makes it very difficult for me and the other students to understand what he is saying. We spend a lot of time trying to translate what he wants us to know. He is not a behavior problem at all and is very sweet. The other students interact with him well and it makes me happy to see them be so kind and including hime.
|
|
|
0
link
|
|
Julie Fahey Posts: 4
3/26/2021
|
I use a rubric to assess all of the larger projects in my art classes. I feel like I do not adapt the assessment as much as I adapt the assignment/project so that my students with disabilities can still demonstrate that they understand and can apply the criteria we are striving for in each project. The rubric will communicate the areas that the student was more successful in and which areas were not as strong.
|
|
|
0
link
|
|
Marisol Searles Posts: 3
4/7/2021
|
I have an orthopedic disabled student who I believe would benefit from more informal ongoing assessments and exit tickets. I believe this would be a good way to check in with the student at crucial points of a fine arts project to make sure that they are progressing properly. These students tend not to want to let on that they are having difficulty or do not understand a particular juncture in a project. If I give the entire class more informal ongoing assessments I will be more on top of my student with disabilities if he is falling behind. I will be able to find ways to modify his tools or materials to better help him achieve mastery and thus keep his level of engagement high. The same would hold true of exit tickets because he could let me know if he needs help privately without other students knowing. It would be of the same help for all of the students.
|
|
|
0
link
|
|
Mary Garcia Posts: 3
4/21/2021
|
I have had many students with disabilities over the years. My students have had learning difficulties due to autism spectrum disorder, down-syndrome or other specific learning disorder. I definitely used tiered lessons to accommodate their various learning needs. I maintain high expectations for all students but I alter pacing and change the complexity of the required response to a basic understanding of key concepts. These adapted assessments allowed students of varying abilities the opportunity to demonstrate their knowledge in many ways.
|
|
|
0
link
|
|
Kelly King Posts: 3
5/14/2021
|
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.
For my autistic students I have shortened assignments. I also grade work based on their effort and not neatness.
|
|
|
0
link
|
|
Mary Etta Rokusek Posts: 3
5/15/2021
|
A tool that I use mores often for assessments is a teacher made reflection and self assessment form. In previous iterations it required handwritten answers, but I finally made it an electronic version where students can fill in the answers at their own speed as they finish a project. This helps a variety of students, because they can complete it at their own pace, and it is not a form that has correct answers, just their opinions and preferences about a project. They have the abilities to give their feelings about their work before I give a secondary evaluation. I have used the general answers to help me improve the project for future users and to help decide where we go with the next project.
|
|
|
0
link
|
|
Karissa Herb Posts: 3
5/18/2021
|
I assess my middle school students based on their participation, effort, and progress throughout the year. I want to see their growth based on what they are learning, and not every student will be on the same target. It is about seeing their effort, and the translation of their thoughts and ideas in their art.
|
|
|
0
link
|
|
Janette Carter Posts: 3
5/18/2021
|
I had a student with autism in my 3D art class. He was a delight to teach. As stated in the readings, many students with a disability shine in the art room, he was no exception. I broke down the lesson and the goal in chunks. I provided him with a chrome book that had short videos of me doing each step of the ceramic cup project. I provided him with a peer partner and I sat him close to my desk, even though I rarely sit down. He got extended time if and when he needed it. Mostly, I was just clarifying to him what the goal was. He often would ask if he was doing it correctly. He usually was doing it correctly. It is so fun to see the joy in their eyes when they get their completed cups back.
|
|
|
0
link
|
|
Joyce Beck Posts: 3
6/1/2021
|
I had a student with CP. She had difficulty writing. Sometimes I just asked her to complete all Multiple choice questions. Other times I asked her to complete only some of the short answer questions or one essay question. It worked well, because it gave me a pretty good understanding of her knowledge.
|
|
|
0
link
|
|
Beverly Castro Posts: 4
6/3/2021
|
In my classroom, I use a checklist assessment. The checklist consist of tasks the students are to complete. Then, you check off whether they completed them (independent, participatory, supported.) I also have created Vizzle quizes and exit tickets. My students have visual/hearing impairments, Speech disorders, have CP, autism, intellectual disabilities, and Down Syndrome to name some so I have to make as many accommodations and modifications to fit each students needs.
|
|
|
0
link
|
|
Rhonda Pittman Posts: 4
6/12/2021
|
I teach photography at the secondary level. I recently had a student with a hearing impairment. She was not completely deaf but struggled to hear well, even with hearing aids. I sat her in the front of the room and I printed out, or wrote on the board, assignment instructions and teaching notes just in case she missed something I was saying. I also provided visual examples of the types of photographs I was expecting her to take to complete the assignment. Before beginning an assignment I asked her to repeat back to me what she understood the assignment to be, and how to complete it, so I could assess the level of her understanding.
|
|
|
0
link
|
|
Rhonda Pittman Posts: 4
6/13/2021
|
I recently had a student with specific learning disability, specifically in the area of reading. Most of the learning in Photography class was assessed by photograph assignments, which he actually did well at. However, I did need to assess learning of technical vocabulary. For this particular student, I read the quiz questions to him aloud and he responded orally. I could've offered more time, which was part of his accommodations, but it helped with the flow of the class to assess him through verbal means.
|
|
|
0
link
|
|
Lisa Stefanik Posts: 3
6/14/2021
|
This past year, I did have a student on the autistic spectrum who did not write or draw on paper. I was able to assess him and provide computer based assignments to assess his understanding. For art, I would utilize digital art resources such as procreate or photopea for him to create visual art without the use of handwriting or drawing.
|
|
|
0
link
|
|
Jessica Greenberg Posts: 3
6/17/2021
|
I've used adaptive assessments with numerous students over the years. I generally have students sketch out a couple ideas related to the project and then together we choose the best option. After that point students begin work on a final version of the piece. Some of my recent ESE students didn't do well having to come up with multiple ideas and then transfer the work into a "final version." Eliminating the preliminary sketches or having them do one and then work that version into a complete work seems to work better. For some it gives them additional time to work and add details which is beneficial. For others with difficulty focusing for a longer period of time this allows the student to stay focused on the task with fewer steps.
|
|
|
0
link
|
|
Michelle Calapa Posts: 3
6/28/2021
|
I had a student with hearing loss in one ear. He was very self-conscious about it and did not want attention drawn to his hearing aid. I sat him in the front of the room where I could frequently have eye contact with him to check for understanding. I provided visual examples of the projects and walked around to each table to provide help to anyone who needed it. This gave me a chance to check his (and everyone's) work and assist where necessary.
|
|
|
0
link
|