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Cindy Wills Posts: 3
7/10/2021
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I have found the use of exit cards helpful for students with disabilities- and all students- as a way to demonstrate the skills they have or have not mastered from a specific fine arts lesson. This enables me to see what they can do and apply before moving them on to the next skill, which may incorporate using that previous skill to achieve success (as in drawing a realistic portrait, and learning each day how to create one facial feature each day.) Having the student turn in the exit card of their drawn practice of a facial feature allows me to give independent support to those who need it, before moving them onto the more complex task of combing those features together for a complete portrait drawing. I also regularly use self and peer progress reviews for students to reflect upon their progress towards the end goal, and to receive feedback from peers and teacher about changes or improvements that can happen, and identify ways in which they can be manifested, before the end product is resolved.
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Julian Harris Posts: 3
7/20/2021
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I had a student that was autistic who had problems with social interaction and was always quiet and reserved. So I partnered him with different students throughout the year. At the end of the year he was much improved and his social interaction skills almost mirrored his peers.
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adriana tomassi Posts: 2
8/20/2021
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I had a student with Attention Deficit Disorder that found it difficult to stay on task. I gave the student a journal prompt per week that the student could jump to and work on project and journal assignment intermittently to retain interest in class.
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Cristal Nicola Posts: 3
9/2/2021
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I have a student who is disabled and in a wheelchair. He is capable of transferring to a chair if he chooses and has on occasion. In terms of his assessments, I have to make sure he can access a table or writing surface while in his wheelchair and that he can write while at the table or use his laptop. I adapt the assessment to be as accessible as possible and put the majority of his work/assessments on the laptop. This allows him freedom of movement to type and sit at a table to complete his work/assessment. Additionally, I check in with him on a regular basis throughout class one on one and we do a thumbs up, thumb down quick check as needed.
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Kiley Hingle Posts: 3
9/3/2021
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I had a student who needed more support throughout the process of our projects. He would check in with me every day a few times to be sure he understood what he was supposed to be doing at that time. We worked out cues for how and when he could handle these moments and his need for reassurances. In testing situations, he would sit near me so that he could continue to ask for clarification without disrupting other students. This worked out really well for him. As the year progressed, he became more confident in my room and asked for clarification less and less.
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Wendy Bennett Posts: 1
9/10/2021
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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 .
I have had students with ADHD over the years. Many with accommodations for extended time, or frequent breaks. I allow these students to work while standing or sitting at their desk. And allowed them to take breaks when needed this helped them be more productive during the given time cutting the extended time needed.
I had one student with Autism that works well when given a printout of step by step instructions or a how to guide to each project. It keeps the task manageable for him, give him a better understanding of the process, He seemed to thrive in the process which helped his understanding of the Standards.
I had another student with Autism spectrum that has difficulties in an active or noisy classroom. I had head phones that she wore while working to help prevent a sensory overload thus heling her to focus.
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Sarah Knudtson Posts: 3
10/10/2021
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In my classroom one adapted assessment I have successfully used was in the form of a written response for critiques. Students have the option of participating in a traditional critique in the classroom, but for students with some forms of anxiety or language disabilities this is not appropriate. Initially, students were given a stack of blank notecards and they could write their feedback on the work on the card and pass it to the person whose work was being presented. This was also helpful for students who were being critiqued as they have a written record of the feedback they received. I have further adapted this to use Google Classroom, so that students can type their feedback and receive it digitally.
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Susan Wessel Posts: 3
10/11/2021
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In my classroom, I use several adapted assessments that have been successful. Exit tickets are an excellent monitoring strategy that I use weekly to see if my students are understanding the core content I am teaching. I also use portfolios. My students love looking through their portfolios and seeing how they have grown throughout the semester. Students have the choice to reflect on their portfolios at the end of the semester verbally to me or they can write about their portfolio. I provide a rubric with self evaluation questions to guide them. I have also offered to students to make a digital portfolio and respond digitally if they prefer.
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Crystal Champine Posts: 3
10/12/2021
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I experienced success by creating visual aids to help students with assessments. This may include photos or samples of the various steps in creating the art. Using visual aids help all students with daily routines, CHAMPS and instructions. I would also provide flexibility with materials and tools. If I was assessing their understanding of the color wheel, I would let them choose what type of art they wanted to use (color pencils, crayons, paint, collage etc.) I had a sensory bin station that allowed students to decide what they wanted to use. I also have different size crayons and paint brushes for the students to use.
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Tammi Fox Posts: 3
11/1/2021
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I assisted with recreational activities for visually impaired students at a Deaf and Blind school. No one did crafts with the students on weekends, so I took a few visually impaired students into the art room and we did paper mache. They were taught how to make simple newspaper armatures and then using their sense of feeling only, they would dip pre-cut strips of paper into the paste mixture and lay them across the armature. I taught them how to feel for dry spots so they were able to cover the entire armature with strips to create an abstract sculpture. It was all about the process and not the final product. They loved going back the next week to feel how the dried sculptures turned out.
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Nora Hussein Posts: 3
11/6/2021
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To setup all students with success, I have them complete Student Visual Journals. They plan out their sculpture on paper first and I can address any issues that may occur in the construction process. I have a student with a Specific Learning Disability who would rush everything and will turn in sloppy work. He would finish early, and I would have us refer back to his journal and go over the details of his plan that he didn't include to achieve a better result. Additionally, I give all my students a rubric where I ask them to evaluate themselves before they turn it in with their project. This gives me an idea of how well they thought they did before assessing them. They are also asked to write a self-reflection. I surprisingly receive honest responses when I ask where they can improve on.
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Wendy STANZIANO Posts: 3
11/7/2021
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I had an extremely talented art student who was on the autistic spectrum and struggled with time managemewnt. He would spend all the classtime on a sketch and rarely complete the final project. He and I came up with ways to streamline and limit his "sketching and brainstorming" and focus on the final producxt. Sometimes I elected to grade his sketch instead.
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Heidi Rose Posts: 4
11/18/2021
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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.
In Art History, I have used several adapted assessment strategies to help students with disabilities. One that I have used for my students with visual impairments is provision of images on paper. Typically, students have to identify works projected on my Smart TV, but that can be difficult for students with visual impairment, so I provide enlarged images, in color, so that the student has the opportunity to look at the visual elements in a more appropriate format.
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Tim Dycus Posts: 3
12/6/2021
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In my 24yrs of teaching I have had several autistic students. I am a project-based classroom, I grade each student’s knowledge off the project they turn in. When I had the autistic student I used small assignments ( quick sketches or drawings ) portfolios, sketchbook assignments to help me track their progress throughout the class. I made sure I checked on them daily and checked their work several times a week to monitor their progress and to make sure the understood the process. I have conversations with them as well about if they understand, like or want to change something in the assignment. I have a lot of give and take with my assignments if I need to change something up for any students. I asked them do they like the assignment, what would they change if not, how can I make it better or more understandable. I ask for their input, so they feel comfortable in the classroom setting. I always treat each student as an individual because I teach 9-12, students who love art and don’t, student with or without disabilities so I want to make sure each student is enjoying art as best they can.
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Brianna Hart Posts: 3
12/14/2021
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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.
A student I have with Dyslexia I have given the option to create a video instead of a powerpoint so she did not have to present information using text, but the auditory responses still showed her acquired knowledge.
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Cherie Cseley Posts: 2
12/14/2021
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I currently have a student on the autism spectrum who is also severely dyslexic. Learning to play a major scale was very difficult for her as a beginner. I realized early on that the fingerings on the cello were confusing both ascending through the scale and descending. I wrote on a separate piece of paper, in large numbers, fingerings next to the notes on the staff. During her playing assessment, which was one on one, we went through the fingerings together while saying the note names aloud. She still struggles with scales but has a tool in place to assist her with mastery. She uses the same strategy every time we learn a new scale.
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Abigail Blumenfeld Posts: 3
1/1/2022
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I frequently have students with ADHD in my class who struggle with time-management. Over the years, I have adapted all of my longer-term art project assessments to have frequent checkpoints with specific goals to meet with those instructions posted on the board. For example, the last project was:
Day 1: Choose a word/song, or poem you would like to paint abstractly
Day 2: Determine the mood of the song or poem you chose. Write down what colors represent those moods to you.
Day 3: Sketch using markers your absstract art. be sure to listen to your song. Show Ms A when you are ready
Day 4-5: Paint your project.
Day 6: Write your artist statement. Use what you wrote on day 2 **I also write an example artist statement as a reference.
Breaking it up into specific sections really helps my kiddos stay on task because they have clear, short goals for each day and gives them an opportunity to work ahead on good days.
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Theresa West-Taylo Posts: 3
1/16/2022
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I currently have a student under the EB/D category for ESE. I have used a variety of pre-assessment and on-going assessments with him. He is easily distracted so I am careful to have him near me during any assessment so I can redirect him when he gets distracted. He is allowed extra time on all assessments by 1 and 1/2 time. I am careful not to make him feel rushed but to encourage him with positive reinforcement phrases when I see him progressing through the questions or drawings. When we are preparing to complete assessments, I give him clear and consistent steps to help him get his desk ready as well as suggestions for what to do or say if he feels overwhelmed BEFORE he reaches that point. One class, when he did have a meltdown, we discussed what I would do next time to help him make the transition to his next class if he wasn't finished with the assessment. He has been allowed to use fewer sentences to complete his answers than other students. He has been allowed to complete a smaller artwork than his peers to allow him to "complete" an artwork to his comfort level.
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Tony Wood Posts: 3
1/19/2022
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I found that allowing students with disabilities cognitive or sight/hearing impairment the opportunity to create a digital presentation that show their understanding of the art concept being presented, not only gives them a way to show what they know but allows them to do it in a creative and artistic way, keeping them engaged as well as reinforcing the concept.
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J.L. Kirby Posts: 3
1/26/2022
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1. I have an assessment where the students have to recreate one of the pieces from the Altar at Pergamon by coloring them in a way that they think the Hellenistic artists may have done originally. I had one physically handicapped student for whom coloring was impossible. In order to give an alternate method, I had her describe verbally to me what she would have colored each section and why to get across the ideals.
Later, she asked me to get her a digital form of the Altar of Pergamon. With her mom's help and her computer, she recreated what she had said to me allowed, which was really going the extra mile and not something I required. I do have that idea filed away for the future, though.
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