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Administrator Administrator Posts: 18
4/11/2016
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Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
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Jessica Gautier Posts: 4
5/7/2016
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I have a KG student who has a learning disability- he is Autistic. He is smart, but gets overwhelmed in my classroom. Many times he wants to run around the room and touch my instruments or personal items on my desk. I have created a special spot for him to sit (a magic carpet). He knows now to come straight to the carpet. I also have made a point to model the correct way to handle an instrument and many times I have to have the student practice a few times how to put an instrument away or he picks a friend to help show him.
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Jayce Ganchou Posts: 5
5/17/2016
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I had a Student with MS in my drawing class. I had to help him set up his pencils board etc. I adapted a drawing board to fit to his wheel chair in order for him to be close to his work and freedom to draw. He was in early stage and had pretty good range of motion in his arms but his hands had a hard time picking up and gripping the pencils and holding on to them. I had foam adapters to put on the pencils and had to help him sharpen them and occasionally help rotate his drawing board. I allowed him to scale the size of his subject matter from the rest of the class but once he got going his attention to detail was great and he was able to work as long as I or his aid stayed close by for some assistance with tools or board.
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jg
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C. Robb Posts: 3
6/5/2016
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I had 3 students this year with a learning disability-they were Autistic. Several of my lesson plans-projects involve multiple steps in creating the artwork so these students didn't always understand all the steps or remember all the steps in order. To help them, I gave them written instructions with pictures on the steps for these students to be able to follow. I shortened the wording on the steps and added pictures and put them in a binder for these students to refer to as needed. They could also use these written instructions with pictures in their sketchbooks too. In addition to verbally giving the students instructions, I modeled the steps and gave written instructions to my students. With my 3 students I also would check in with them frequently and paired them up with a buddy at their table to also assist if needed.
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janet tucker Posts: 3
6/8/2016
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I had a student with autism in my 3-D studio class that did repetitive drawing of his idea in his sketchbook over and over again. I praised this student for his work and encouraged him to change his drawing each time so his work developed in complexity over time. When transitioning his idea into a sculpture or ceramic form, I showed him examples of how he could add to his 3-D work so his result would come out different every time. He kept a log of his drawings and the changes he made to them in his sketchbook. He was seated with students that encouraged him to try a new approach to his work. We ended the school year by creating a ceramic mural on the patio of our school. This student made his "transformed" idea out of clay that was incorporated into the mural and became a permanent part of our campus design.
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Jill wright Posts: 1
6/10/2016
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I have a student in two of my art classes who is selectively mute. First of all, her parents provided all of her educators with information so we could be informed. She is a delightful student, and we have developed codes and. Undies to assist. She carries a small notepad for when she has a question. There is a student that sits with her who will talk for her when we have oral presentations. This girl is an amazing artist, and in the school year I have learned how to anticipate questions or issues she might have. The amazing thing is that she actually laughed out loud in class one day! The class has been accepting of her and we all really like having her in art! This year, she had two pieces in the county art show, won a best of the best award, and was "most dedicated art student." None of this was handed to her because of her SLD, but because she earned it.
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Homer Boatwright Posts: 2
6/11/2016
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This past year, I had a student with learning disability. This student played percussion and had a hard time playing music and keeping time/ and a steady beat. To ensure that he was successful, I met with him twice a week and reviewed basic rhythms. In class, I paired him up with one of my advanced students.... I then rewrote some advanced rhythms for him. Coupled with the weekly help sessions, and a slightly modified part to play, he was very successful. I am extremely proud of his accomplishments this year.
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Jennifer Abney Posts: 3
6/13/2016
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I previously taught a student who was deaf. He signed up to take both my drawing and painting class. This student had the help of an interpreter, in addition to my written instructions and additional/private demonstrations. Because painting and drawing are so visual, this student easily understood assignment expectations and created several outstanding projects. By watching me, and then observing his fellow classmates, he understood what to do, and what not to do. I would communicate with him via hand signals (thumbs up sign), facial expressions (smile), and limited sign-language signs (thank you, you're welcome) I learned from his interpreter.
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Derek Jenkins Posts: 3
9/30/2016
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Using graphic organizers has helped my sld students greatly. We have been using Thinking Maps and the students have responded nicely. Many of the sld students are visual learners and the thinking maps options allows students to demonstrate their prior knowledge and/or understanding of the content. This tangible evidence of learning allows educators to do many things: differentiate instruction, effective use of grouping, assessment, scaffolding, and accessing prior knowledge.
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neslihan celik-george Posts: 3
10/14/2016
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Last yearI had a student with ADHD. He was having difficulty paying attention and he was easily distracted in class. He couldn’t stay on the task more than 5-10 minutes. He wanted to talk or go to out of class with different excuses. I gave him some responsibilities to be my assistant during art class. He pass the materials, clean the board and helped me with organizing materials. It seems like getting up several times during the class helped him get more focused.
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Ed Anderson Posts: 3
10/17/2016
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I had a student who was deaf in a general music class. I placed a bass speaker underneath her chair so that she could feel the rhythm of the songs and the entire class learned to do the songs in sign language.
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marie Hosker Posts: 3
11/11/2016
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I recently taught Sculpture I to a young lady with a severe vision impairment. She easily understood all concepts I taught; however, in addition to having minimal visual acuity, she was also totally color blind. I sat her in a safe area where she could use the walls to help her move through the room more easily. I acquired a sturdy magnifying 'sheet' that she could angle or lay over any print materials, or to use for object close up views. I made enlarged printed flash cards for her vocabulary and study prompts. This worked very well.
I did ask a lot of questions to make her think out her ideas and this got her going well. She had a sketch pad that she worked out ideas and the magnifying page helped in her sketching.
We studied the gray scale and how she could compare values in both neutrals and color. We did try to figure a way for her to memorize the color wheel with yellow at the top for high value and violet at the bottom for low value. That helped her to a point, but the light gray of colors like yellow orange and yellow green appeared the same as a light gray to her. She could not tell which was a neutral and which was a color, but she certainly did understand value contrast as a result.
I encouraged her to use her hands and she was often touching surfaces to read the textures and line up edges. I gave her a wealth of materials and objects that she could choose from as well as bring in her own favorites, so texture contrast was important to her.
Her sculpture project was completed as a relief piece, rather than a free-standing sculpture, as it was more stable physically and easier to work. She decided to use a wood base with added metal, wood, and elevated playing cards. Her finished work included gluing parts of her sculpture together, cutting with an exacto knife and painting. Her work was juried into the Senior High School Art Show in 2016.
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Kelly Verner Posts: 1
12/29/2016
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I currently teach a student with multiple disabilities and have taught her for 3 years. She started out unable to control paint or supplies, but over the years has actually become a much better painter. I found that explaining the benefits of using a smaller brush and less paint slowly showed her that she would be able to control the paint better. At first she resisted because she is so used to being corrected all day long, she would sort of tune me out. But now she is very happy when we get to paint and even helps other, newer students learn the routine of how my students are expected to mix their own colors.
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Misuzu B Posts: 4
1/8/2017
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I am a resource teacher and do not have students assigned to me however, I was co-teaching in a self-contained math class and worked with a visually impaired student last Friday. She was not feeling well and did not participate for most of the class. Students were working in collaborative groups, I was circulating & assisting, and when I reached her table I asked her how she was feeling. She was absent the day before and was trying to stay at school.
She asked her teacher if he had enlarged instructions for a STEM simple machine instruction manual. He told her he would have the text enlarged. In the mean time, she was instructed to use her magnifier. I asked her to read the instructions aloud. She said she wasn't a very good reader. I assured her that I would help if she needed assistance.
She began reading the instruction booklet and found a typo! She alerted her teacher and he suggested she edit the instruction booklet. She moved her magnifier to write the correct word however, she was struggling to find the typo without the magnifier. I suggested she use the magnifier to find and revise the word. It was a cumbersome task as the magnifier had a limited range of motion. She revealed she would typically use the CCTV but, class was ending soon and she didn't want to set it up. She was successful in editing the text and she seemed pleasantly satisfied. A great teacher moment I'm very happy to share.
edited by Misuzu B on 1/8/2017
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Misuzu B Posts: 4
1/8/2017
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I have used mnemonic devices such as PEMDAS and graphic organizers such as Venn Diagrams. Mnemonics help students recall information and graphic organizers help students visualize similarities and differences while comparing and contrasting. Graphic organizers and mnemonics can easily be incorporated into classroom instruction. Bell work and class notes can be recorded on graphic organizers and mnemonics is used in math education to assist students recall information. PEMDAS and SOH CAH TOA are examples of mnemonics.
I have used a 3D computer to engage students with ADHD and Social/Emotional Disorder. I have also used augmented reality applications, such as Quiver to engage students in interactive lessons.
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Misuzu B Posts: 4
1/8/2017
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Students created a model of a plant or animal cell using labels to identify major components of the cell. Assessment accommodations are providing small group testing and extended time. Small group testing and extended time provides a safe, non-threatening environment which is least restrictive for the student.
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Misuzu B Posts: 4
1/8/2017
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One particular student I am thinking of has ADHD/Social Emotional Disorder. He is very sweet if he knows you however if he doesn't know you, he can be verbally abusive. He will shut down if anyone in the class annoys him in the slightest. This is a problem for the student because he is not getting the instruction he needs because he will refuse to do work or will request to see his counselor.
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Leslie Merry-Cochrane Posts: 3
2/27/2017
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Leslie - Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
One of the students that I’ve worked with in the past had Autism. He was a pleasant, polite and agreeable young man that often spent time engaged in intense conversations with his peers about baseball stats and his mom. He was well liked by his classmates and many of them even seemed protective of him. On most occasions this student exhibited very immature and childlike behavior and speech. Which was a significant contrast to his peers more mature social and verbal sophistication. I have to say that I was very proud of his classmates who seemed to go out of their way to make this student feel wholly accepted. I found that this student’s presence had a positive effect on the overall learning environment. Because this student acted very childlike, he was able to bring out the caring and nurturing nature of the students around him. Although this student was always very excited and ready to learn, he had some significant difficulties understanding many of the concepts presented in class. Often times when this student would get confused or frustrated with an activity, he would revert to drawing very complicated circles and squares across his entire page. Sometimes the drawing were so obsessive that he would fill the page and then continue layering even when there was very little white paper left to see. Many times I found it almost impossible to break him away from his drawings. On many occasions he would often ignore any instructions being given when he was focused on his work. Sometimes I would have to allow him to “finish his drawing” before he would even comply to leave the room and rotate to his next class.
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Tandy Sibley Posts: 2
3/4/2017
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The student I remember most was a child with Autism.For the most part he was shy and sat by himself not interacting with the other students.He participated in all the assignments. He liked some more than others.His special interest was origami.He loved origami and always asked to make something.When the other students did the origami unit he did interact with some of the students that he felt more comfortable with helping them with their work.Because of his special interest in origami and the repetitive folding this kept him from wanting to try other types of art.By the end of the school year we had developed a good relationship.
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Tandy Sibley Posts: 2
3/5/2017
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One way that technology was used in my art class for a student with autism was using the program Blender.This was something this one particular student could figure out and be successful with at his own pace.He seemed to enjoy the challenge during some parts and also seemed satisfied with repeating some of the steps over and over.He also enjoyed some drawing programs for the same reason.
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