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Debra Lumia Posts: 3
4/3/2019
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I teach digital media art classes with many students having behavior/emotional disabilities. The adapted assessments that I use in my classroom when I'm teaching Adobe Photoshop/Illustrator are reflections, exit slips, rubrics, and e-portfolios. Every day students reflect on what they have learned and what they may be struggling with then they provide me with this information as an exit slip. This student feedback helps with making any adjustments to the assignment. The students Google sites is their final e-portfolio. These are check at the end of the nine weeks using the rubric that was provided.
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kathy Rodriguez Posts: 2
4/9/2019
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I currently have a student that has a LD and very low functioning. He is about 2 grades behind level and can not follow multi step directions. In art class, in order to give him the support he needs, I often give him a sample of the project and see if he can duplicate it. I also make sure when I give him the directions to the project or to what I am assessing, I only give it to him one step at a time. Fine motor skills are difficult for him, so he is given extra time to complete the work. To see the progress he has made, is very rewarding even though he is very behind.
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areti c Posts: 4
4/15/2019
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When working with student whom have various disabilities, I find it important to individualize their learning experiences. I find that using portfolios and sketchbook assignments with writing assignments help me to determine student achievement and progress in art. Sketchbooks are an ongoing process which shows growth. It allows students to critique, review, and evaluate their own personal goals as well as show individual gains. Students can share and talk about their progress with me as well as with their peers. Sketchbooks are perfect personal tools for evaluating student progress and growth. It allows for differentiation and individuality based upon the students individual needs.
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Roy Amos Posts: 3
4/15/2019
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I had a student with orthopedic disabilities who was confined to a wheelchair. I gave him preferential seating, but during a group video project, his group and I adapted a tripod to mount to his chair where he was able to be the camera operator and an active participant in the group. As an aside, it worked really well as a camera dolly and gave the group some excellent shots.
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Kassandra Cochran Posts: 3
4/21/2019
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I teach students who are in the IND unit at our school. One of the alternate assessment accommodations that I have found helpful for a couple of my students is having a scribe. They are assigned a GenEd buddy and those who are unable to write will verbally express their thoughts while completing an art criticism, and their buddy will write it down for them in their sketchbook. Another accommodation I have found helpful, combines note-taking assistance with highlighting. This works in helping students to identify key words/phrases on a copy of my powerpoint presentations. Then they glue them directly into their sketchbook with the help of their GenEd buddy.
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Michelle Murphey Posts: 5
5/10/2019
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In my middle school fine arts class I have a student with an auditory disability. Two of the alternate assessment accommodations that would help this student would be advanced organizers along with guided note taking. The student would be placed in a small group so that she could converse with students after the lecture and have active involvement with the information. I would provide the student with a copy of the lecture slides to follow along during the presentation along with wearing her amplification listening system that she brings to class. Throughout the lesson I would stop and have the small groups fill in an advanced organizer together then have the groups share their responses with the class on the front board where a larger advanced organizer would be drawn. Through the interaction within the small group to student will be able to clarify the information provided, she will enhance her understanding of the material through the use of the advanced organizer which she will keep and use as a quick reference, and by using guided note taking she will be able to remember the main concepts of the lesson without having to hear every word spoken.
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Rocky Bridges Posts: 3
5/20/2019
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This past year one of my 10th grade students was diagnosed with a rare and severe internal disease. Her health quickly deteriorated and she was placed on an IEP / Other Health Impaired and accommodations were made to properly cope with the situation. Her condition has physical limatations related to her diagnosis of POTS. She can become lightheaded and has experiences episodes of fainting. The student is allowed to stand, as needed. Use a chair with arms if prolonged standing is required. Use the bathroom
m as needed.Have drinks readily available in the classroom (water / Gatorade). Extended time is also made available for projects and tests.
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Todd Peterson Posts: 3
5/21/2019
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
Had students with physical disabilities utilize their smartphone to record their responses versus handwritten responses.
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Rocky Bridges Posts: 3
5/21/2019
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ADAPTIVE: I have had a visually impaired student in my art class. It was a challenge that we both we eager to confront. He was filled with such amazing passion and potential and I was impressed with his ultimate enthusiasm!. I created a flat 8 x 10 inch magnification screen for hi on 4 6 inch legs. The screen allowed him to see a more predominate view of his drawings while being able to fit his hand underneath the magnified window and draw. There were also other issues with locating materials. I cut out shape specific decals for him to feel and identified what tool was in what drawer. It was a success story; he did very well in visual arts!
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Katie Holtkamp Posts: 3
6/6/2019
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i use adaptive tools such as pre-printed illustrations for color theory work. I use this with my students who have learning disabilities.
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Michael Everett Posts: 3
6/23/2019
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A few years ago I had a student with intellectual disability in my advanced drawing class. While he had some talent, it was difficult for him to stay organized and focused. I combined the idea of having the exit ticket within his sketchbook so that he and I could have a consistent place to keep his work, view his responses, and he could access the feedback from me. We looked over it routinely to monitor his progress. He could then turn in the entire sketchbook without worrying about losing individual assignments.
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Sally Linfield Posts: 3
6/24/2019
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While I want my students to feel successful and to learn to be lifelong artists, I don't think that means I should give them an A+ on everything they do, regardless of effort or result. Doing so, in my opinion, can make learning and improvement irrelevant and can cheapen the experience of creating something exceptional. Still, students should be able to set goals for themselves and see a direct path to achieving these goals.
I assign a grade for most art projects with three facets; design, objectives, and technique. For each facet, I try to have two specific goals for each facet. For design, I might be looking for an effort to create balance or unity. For objectives, I might be looking for blending colors or using value. Technique usually involves using tools and materials appropriately and with precision.
While not every student will accomplish all objectives at the level of "exceptional", everyone should find enough success across the three facets to score a B or higher.
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Terry Thimlar Posts: 3
6/24/2019
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The student was a very highly functioning autistic student who sometimes had difficulty differentiating between assessing and correcting. Using his student journal, he was able to visualize his progress as it compared to the expectations of the course timetable and information needed to be successful.
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Terry Thimlar
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Elizabeth Lee Posts: 1
6/27/2019
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
In my room we spend an entire nine weeks on color theory. we start with color wheels and then move on to creating color scales. Each scale uses 10 boxes and the students start with one color and gradually add a second color in each box, creating a subtle change or color shift down the scale. All students are expected to: (1.) show gradual and consistent improvement in painting scales over time. I look for clean lines, even blends of color, and gradual color shifts. (2) show improvement in ability to mix/apply paint (3.) improved ability in identifying a color as primary/secondary/tertiary and warm/cool/neutral.
Because 10 boxes is a considerable amount, my students with IEP's are still expected to show improvement in all three areas listed but can do so with a scale consisting of 5-7 boxes instead of ten.
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Christina Baker Posts: 3
7/1/2019
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An example of adapted assessment that I have used in the classroom is in the format that students with disabilities are given for assessment. When I have incorporated a student journal that offers feedback as well as a personal assessment of skills for each student some of my students who struggle with refined motor skills had a difficult time writing a response. A couple of options I have used to assist in being able to evaluate the progress is giving the option for a student to type their responses and submit digital journals instead of hand written or allowing students to submit an Audio recording of their assessment so I can establish where they are within their own personal learning and achievement. This flexible format of assessment allows students to provide feedback they may not normally communicate to me individually through a conversation and it helps the student grasp a deeper personal understanding of their own successes within the class.
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Lara Slatniske Posts: 3
7/2/2019
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Creating hand-bound journals with a complicated stitch can be a daunting task for any middle-schooler, but SWDs are a unique challenge. Setting yourself up for success and being proactive with scaffolding techniques for the entire class, can help with opportunities to be able to assist SWD students who struggle with even the simplest tasks, especially with unfamiliar tasks (sewing). I am able to sit one on one and create helpful mantras for the student who needs extra help. Once I see they get the hang of it, I back away allowing for occasional verbal assistance if needed. Allowing them to complete a task they didn't think they could do and providing positive verbal feedback is a great way to encourage autonomy and sense of accomplishment. The students know we are not seeking perfection, mostly trying their best and accomplishing the task.
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Rolanda Jones Posts: 4
7/4/2019
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Option #1: Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities?
An example of an adapted assessment that I have used in my classroom was enlarging the text on a teacher-made test and the bubbles on the answer sheet to accommodate students with visually impaired disabilities.
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Rolanda Jones Posts: 4
7/4/2019
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Option #1: Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities?
An example of an adapted assessment that I have used in my classroom was enlarging the text on a teacher-made test and the bubbles on the answer sheet to accommodate students with visually impaired disabilities.
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Walter Younglove Posts: 3
7/6/2019
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I had a student once that had a hard time reading the computer screen. The print was so small he could hardly read it. We looked for a screen magnifier to fit the computer screen monitor. We found one that could magnify it by 1 1/2 times the original picture. That was better but still not what we were looking for. It made the screen distorted around the edges. There must be a better way. The text needed to be clearer. We discovered that then computer itself had a display enlargement setting. Problem solved. Now we needed something to enlarge the picture on the television camera that students use to shoot video. We hooked up a mobile larger monitor on a cart and that remedied the problem.
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Corazon Bryant Posts: 3
7/26/2019
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For students with disabilities, I assess them through their portfolios. After each lesson, they are to create their own 3D art based on what they have learned. To accommodate these students, I give them extended time to complete the projects. I also give them personal tutoring on concepts they do not seem to grasp in which I show them step-by-step how the process is done through visuals. I think these accommodations were helpful because I have seen tremendous growth from their previous work up to the last one that they have turned in.
edited by Corazon Bryant on 7/26/2019
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