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Administrator Administrator Posts: 18
4/11/2016
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Choose One(1):
- Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
- Option 2: Think of a 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 learning. Share your response in the threaded discussion.
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Erin Wright Posts: 3
5/8/2016
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I had a student who, due to emotional issues and severe anxiety, had been left behind completely in her Kindergarten class. I had her in second grade and the students were supposed to present a poem to a small group, using effective expression. Sadly, while her peers were busy practicing their poem over and over, this little girl was struggling to read each word.
Since the task they were supposed to be demonstrating had nothing to do with reading ability and everything to do with expression, I worked with her individually and read with her until she became fluent with her short lines of poetry. Her expression was brilliant and I may never have known that if I hadn't been aware of her issues with reading.
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+1
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Kim Squicciarini Posts: 3
5/19/2016
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An example of adapted assessment I have used in the classroom for a student with disabilities is when I allowed for an assessment to be given orally and I wrote down the answers as the child dictated them to me. The child had dyslexia and ADHD and he knew the content but could not get it on paper in a way that made him feel successful in his learning. By doing it orally he was able to articulate is answers in a fashion that made his proud of his final outcome.
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Jayce Ganchou Posts: 5
5/20/2016
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Option 1: All of my art students get a sketchbook, I have them do all their thumbnail sketch plans, ideas, notes and art terms in that. I have them fill out a self evaluation as well on every project and that goes in their sketchbook also. So, during each project I and each student go through the sketchbook to progress through each individuals art project. ADHD and even social behavioral and anxiety type students find it easier to sit and talk about their work or ideas with their sketchbook because they can get it all out and show pictures and references and together we can clearly see where each student wants to go with their project and we can come up with best way to do...I love this form of brain storming/problem solving method. Less confusion and the student has better chances of success.
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jg
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Courtney Kissling Posts: 3
2/20/2019
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I currently have a student with a speech disorder who has a pronounced stutter. When grading his performances, I focus primarily on projection and characterization, and allow any stuttering or repeating of words. He's really come a long way. We've reached a point where I haven't noticed the stutter in a few months.
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Julia McManus Posts: 6
6/17/2020
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I have adapted an assessment for a monologue performance for a student with cerebral palsy. One of the standards I was judging was "Clarity of Speech." This did not apply to my SWD, and he and his aide knew he was only responsible for the writing and memorizing of his monologue and would have the option to perform just for me. He still wanted to do the monologue for the class however and was able to convey his intended emotion and communicate well enough to be understood.
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Julia K McManus
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Donalee Nobles Posts: 4
6/17/2020
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I had a student that was ELL. She was overwhelmed with trying to adjust with her new environment. She spent many days crying and secluded. I gave her my laptop to use to create a story about her native home to share with the class. She was able to imbed music in the Sway. It was a great experience for her. She brought photos that I scanned of her home and school. She used titles that we translated. It was the best visual assessment of her 'story' I had ever seen. Students in the class were amazed at the similarities and differences. Because of her Sway, many went back to 'fix' theirs because they wanted their presentation to be just as amazing.
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Danielle Akers Posts: 3
8/1/2020
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On a more basic level, I have adapted my pre- and post-tests for students with limited vision by printing enlarged copies for them. I have also offered that they may use the magnifying device on their phone along with a normal-sized test if they prefer.
On a more creative level, I have evaluated my students with limited vision with slightly different criteria when it comes to performing scenes with other actors. Instead of giving them points for "eye contact / check-ins with your scene partner," I give points for other ways that they "check in" with their partner, including vocally and physically. This tactic allows me to evaluate the actors based on the necessary skills without excluding these students due to their disability.
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Christina Goodin Posts: 3
8/19/2020
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Last year, I had multiple students with ADHD in my course. One student in particular had a really hard time sitting for tests, as they were easily distracted and had a hard time staying quiet. For this child, I turned his test into an oral test. During lunch, he came in and I would rad him the questions and then ask him to explain to me his response. After he told me what he thought, I would read the options and allow him to make his selection. This technique worked well because it gave him the chance to show me his knowledge. During the test for everyone else, I had him sit away from others and work on a hands-on project so he could keep his mind and hands busy without stressing over the test.
Another option I gave students was the choice of performance. When we did our Shakespeare unit, students were asked to perform a creative choice on presenting facts about Shakespeare to their class. My student with ADHD also happened to like rap, so he wrote a rap about Shakespeare and got to perform it for his peers. Through his efforts, it was obvious what he learned and his classmates also really appreciated his enthusiasm. This choice allowed him to use his energy and passion to convey his knowledge.
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Courtney Kyle Posts: 3
3/6/2021
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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 that was within my Advanced Theatre class. He is ASD. When working on our Semester Monologue Project, he took his piece with him to Speech and worked on it with the SLP. Part of the original assignment was to note where the highs and lows of the piece were emotionally. In his, we modified the assignment so that he noted where he was often getting "stuck". In those places, he would now take a breath. Another part of the assignment, was to perform it, memorized. Instead of performing it for the entire class, he came in during lunch and performed it for me. After getting over the "stress" of the grade, he was then able to perform it for his peers. He did need a bit of prompting of words and encouragement through it, but he was able to get the piece done.
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