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Jennifer Moore Posts: 3
3/19/2023
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In Drawing and Painting, I have used adaptive tools, provided visuals like picture cues, guided demos, teaching in short bursts, writing information on the board, using peer supports and individual sessions to increase skills for students with ADHD, students with physical disabilities, Learning disabilities and Behavioral disabilities,
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Nicole Carpenter Posts: 3
3/23/2023
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I had a student with autism who was a perfectionist. He absolutely refused to turn in work - even work that was already demonstrating mastery - until he was satisfied with it. We built a system that allowed him to use extra time outside of class (with materials he borrowed from the classroom) to make final adjustments before submitting the work with no late penalty. This allowed him to stay focused on the new projects we were starting in class and still feel like he was submitting his best work.
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Jennifer Gironda Posts: 3
4/5/2023
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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.
One assessment strategy that has worked well for me for all learners is a 'show what you know' approach. When possible, I like to give the students an opportunity to share what they have learned with me in their own words (or images). This has worked really well with various abilities and disabilities- my favorite is having the students create posters on topics and share information, including hand drawn step-by-step graphics.
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Andrew Hoffman Posts: 3
4/7/2023
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I had a student in my classroom who was severely colorblind. His limitation of what colors he could see made my color wheel lesson a real challenge. Instead of completing a worksheet assessment by coloring in the color wheel, complementary colors, analogous colors, etc., I adapted his worksheet assessment where he could write the colors instead. As for the artwork he completed over the course of the semester, he worked with black, white and gray values and got to understand highlights and contrast very well.
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Renee Dubber Posts: 3
4/18/2023
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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 teach technology in my classroom and use it daily. It makes it a lot easier to give automatic feedback and help to keep my students with disabilities actively engaged in the lessons and learning process. It also allows me to tier assignments or differentiate instruction without it being so obvious to other students that may be working on a tougher assignment or completing more content. It doesn't draw so much attention to the slower learner.
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Renee Dubber Posts: 3
4/18/2023
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- 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,
- Additional time is an option that could benefit the student. I had a student who could not type very fast due to a disability and the additional time was necessary. Preferential seating is also helpful for my students with disabilities. It allows me to easily view what they are doing and provide that helpful and frequent feedback.
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John Aho Posts: 3
4/21/2023
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I had an ASD student (I know this differentiation does not exist anymore, but this student had Asperger’s Syndrome) who claimed he did not like to draw; he said he was not very good. I told him the drawing is a skill that takes time to master, and that if he would try to do the assignments and practice a little in his spare time, he would see improvements. I also told him drawing time can be used as quiet time, and that these drawings could be just for him, and if they did not live up to his expectation no one ever had to see them, but if the were successful he could hang them on his wall, or turn them in for extra credit.
He was not too excited about drawing at home, but a few of his tablemates were talented artist and they did draw in their free time. The other students were also kind of shy, but they used art as their means to socialize. I wish I could take credit for the seating arrangement, but I was just trying to get my ASD student as close to my desk as possible and the other students happen to fill in around him. They slowly started to talk to one another (it was almost to the semester break before my ASD student and the tablemates would really carry on a conversation). They hand many interests in common. The tablemates started to rub off on my ASD student; he learned more from his tablemates than he did from me. He was receptive of their suggestions that he practice; they even started to teach him to draw using his tablet.
When I would go over the assignment’s objectives, I would take time to highlight what I wanted to see in each assignment.
All of my assignments have written instructions along with the PowerPoint presentations I used to explain the assignment; these are available to the students through Student Portal and Schoology; Schoology will even translate my assignments into other languages should any given student need it.
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Jennifer Brooks Posts: 4
4/23/2023
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Where to begin with adapted assessment....For me I teach so many students with varying personalities, disabilities, gifted, mainstreamed, ELL, EBD, and general ed students. I have found that exit tickets are beneficial, writing is beneficial, kahoot games are beneficial, and "explanations of why" (a tool i created to allow students who are not interested in art explain to me why they don't like a skill, and why they do / one pro one con). I have found that when students are given a platform to communicate their interests or dislikes (in a respectful way) they are able to say more without feeling uncomfortable in front of the whole class. I rotate the adapted assessments to keep the students on their creative toes. By using multiple measurements I am able to see where students excel or struggle in the assessment process. I like to see their strengths and weaknesses. I realize instructional routines are key, and my approach to using more than 1 may seem opposite. However, I rotate the assessments in a regular routined order to help with that routine of consistency.
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Jade Henderson Posts: 3
4/23/2023
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I have an ASD student this year, who also has focal seizures semi regularly. She will also have occasional screaming fits and punch tables or break items disrupting the class as a whole.
She has benefited from a few different accommodations in my 3D art class. Additional time on assignments, alternative assignments/assessments & preferential seating. I have seated her with a group of students who enjoy making art and have been very helpful, sympathetic and encouraging as friends and peers. I am lucky to have an enclosed patio area adjoining the art classrooms. I have my student and her tablemates sit outside at a picnic table in the covered area. This change in environment is helpful for her temperament and creativity. She interacts better socially outside and with less stimuli from the rest of the class and the help of her friends and I she is able to better complete her art assignments. At times I have adapted the product or the concept of an assignment to fit with her interests and levels of understanding.
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Jerylin Florimonte Posts: 3
4/30/2023
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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 currently have a student with Specific Learning Disabilities. When assessing his visual arts projects (art projects, written art critiques, quizzes, tests) I provide extra time as needed, check for understanding, and chunk the lesson into smaller parts. These accommodations are part of his IEP and help him achieve success.
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Todd Widergren Posts: 2
5/9/2023
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From my experience, the best way to assist fine art educators in learning about the use of adaptive assessments is through peer visits and bringing in experts like Florida Inclusion Network. We have many great educators in surrounding counties that are doing amazing work teaching students with disabilities. We don't provide enough time to share best practices. The process can have outstanding results and most importantly, meet the needs of our students,
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Miguel Saludes Posts: 3
5/10/2023
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I'm going to bring up the case of my visually-impaired student who I had earlier this year. I had never worked with a legally-blind student before so she brought a set of new challenges all around. One of those challenges was finding the best way to assess her progress. Because I didn't know her previous artistic background, I first gave her a project to allow her to express herself artistically using any 2D medium of her choice. This was a pre-assessment to measure her background knowledge and artistic strengths. Afterward, I assisted her in the development of a body of work with tactile graphics, a portfolio of sorts, which she developed for the duration of the semester. With each work she created I was able to give her suggestions on how to improve her skills. Every now and then I pushed her out of her comfort zone by introducing new mediums to her portfolio. Each new project assessed her previous knowledge and gave me enough information on how to adapt my instruction to help her improve her skills and push her work to new heights.
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Kalina D Posts: 3
5/15/2023
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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 who was high on the autism spectrum. It was difficult for him to express himself through speech and he had very poor motor skills. One project that I had with my students was to create pillows. Since it was difficult for him to sew, I gave him an alternative assignment and had him create a weaving instead. We worked together on his fine motor skills to weave and create a pillow using a weaving instead. He enjoyed using the soft yarn and having the choices of the different colors of yarn to create his pillow. We were able to use his weaving in his final design of his pillow.
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Stephanie Neu Posts: 4
5/15/2023
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I had a student with dyslexia who had a very difficult time with formal writing to prove understanding. My school loves exit cards so for this specific child I was able to get a quick glance into her understanding with a VERBAL exit “card”. She drew a picture and talked me through her process. (Second grade classroom).
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Stephanie Neu Posts: 4
5/15/2023
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I agree!Todd Widergren wrote:
From my experience, the best way to assist fine art educators in learning about the use of adaptive assessments is through peer visits and bringing in experts like Florida Inclusion Network. We have many great educators in surrounding counties that are doing amazing work teaching students with disabilities. We don't provide enough time to share best practices. The process can have outstanding results and most importantly, meet the needs of our students,
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RaVonda Wilson Posts: 3
5/22/2023
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1. Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
An example of the best way I have adapted the student with ADHD, the be by pulling her along with other student given that student an example for first of how to problem solve whether reading or math. I show them concept of how I use the strategy and how to solve the problem to learn the concept of the lesson, and by the watching the other student seeing how they other solve their problem that student gain information from myself and the peers to solve and learn the concept.
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Victoria Nuss Posts: 3
5/23/2023
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One alternative assessment that I have used successfully in the past with a student with an E/BD was a portfolio. The student was given pieces of work to include in the portfolio as well as given the ability to choose pieces of work to include. The student loved the idea of having something he could use outside of the classroom and "show off," so a lot of work went into the pieces included in the portfolio. It also gave a full picture of the student's progress from the start of the course to the end.
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Clayton Burkey Posts: 3
5/31/2023
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I had a student this year that was extremely ADHD. The student could not stay sitting down for an extended period. So I allowed the student to stand up and periodically move around the room. This lead me to add a studio portion of testing to written assessments as the student could not stay sitting long enough to complete the entire written test. The I adjusted the weighting of the two tasks after analyzing the results. This benefited other students with focusing issues and others that more tactical learners.
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Alicia Gifford Posts: 4
6/1/2023
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
When teaching about the color wheel, for my higher level students, they answer questions about color schemes, they label the color wheel etc...
For my Access students, the color wheel is already labeled and they color it in. They answer simple questions like "blue and yellow make ____"
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Marie Amatulli Posts: 3
6/9/2023
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I had a Specific Learning-Disabled student in my class that was in a wheelchair and always had a personal aide with her. She had limited use of her hands but was able to use an iPad or computer in a limited capacity. She loved art, but it was very difficult for her to physically create it. I allowed her to use the digital program Paint to express her creativity and complete her art assignments. I modified her assessments by asking her questions and listening to her verbal responses. This student benefited from these accommodations because she was fully engaged in the learning process and was able to demonstrate her learning.
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