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Jayanne Nowaski Posts: 3
3/15/2017
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I have a student with ADHD in my class. Her learning is impacted by her inability to focus on anything for very long. She is so easily distracted and gets off task every few minutes. It is hard for her to listen, make eye contact, or complete any tasks.
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Jo Davidsmeyer Posts: 4
4/3/2017
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I have often had students with ADHD in my computer art classes. They have trouble with staying on focus for an entire period and become easily distracted. Often they would distract their should partners and prevent other students from concentrating on their own work. Modifying assignments so that they had smaller, achievable goals helped, as well as finding other activities for them in the room: classroom helper, passing out headphones, etc.
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Greg Elrite Posts: 3
5/4/2017
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I had a student with ADHD in my class and to keep them actively engaged I frequently called on them to demonstrate the particular process that we were covering. Many times I sent them into the workshop to get the tools that we were demonstrating that day and help me present the proper use of the tool to the remainder of the class.
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Kelly Corbett Posts: 3
5/6/2017
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I currently have two autistic students. Both are very bright students but have difficulty transitioning from a classroom setting to a studio setting. Communicating with classmates and acquiring and setting up supplies is overwhelming at times. Pairing each student with an appropriate classmate to act as a studio partner and providing a studio location to minimize distractions is working well thus far.
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Hillary Thivierge Posts: 3
5/8/2017
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I have multiple students with ADD/ADHD. These students have trouble just sitting for 5 minutes. What I allow them to do is be the table manager. They are in charge of getting materials, putting away materials, handing out papers, getting my attention for questions...etc. It allowed them to walk more and burn that extra energy. Giving them more meaningful responsibilities in the classroom helped them focus and understand.
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Kristy Foster Posts: 3
5/26/2017
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I recently taught a student with autism in my ceramics class. He loved all things related to Disney but hated to get his hands dirty. I decided that each project assigned could have a Disney theme or twist. He was able to use a computer or lap pad to find reference pictures of what he wanted to create. By using a theme he was excited about he was able to over come his tactile issues in the excitement of creating the project. When it was time for clean up I always had a clean sponge or paper towels ready for him to use so he could clean up as soon as needed. If he finished a project early he could have drawing paper to create more Disney characters as a way to brainstorm for the next project.
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Renee Reyes Posts: 3
7/20/2017
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This year, I had a student in my ceramics class with autism. She loved to draw and really wanted to work with clay too. She was able to create most of the projects the students were making. She was very engaged in the process of creating, but needed one on one assistance. I was able to partner her with another student to assist her. We often incorporated themes in her artwork to reflect her likes and interests.
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Brian Hubbard Posts: 6
7/29/2017
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I currently teach visual arts in middle school and last year I had a seventh grade student with a disability. She was labeled as Other Health Impairment and Language Impairment. In my class her greatest challenge was visibility. Even after accommodating her with a seat in the front of the room she was having a difficult time seeing and understanding when we talked about an artist or a work of art. To further accommodate her I printed out a weekly paper with the artist and artwork that we would talk about in class so she could take them home and review before talking about them in the classroom. She loved reading and really enjoyed being able to read about the artist before we had discussions in class.
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Brian Hubbard Posts: 6
7/29/2017
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Renee Reyes wrote:
This year, I had a student in my ceramics class with autism. She loved to draw and really wanted to work with clay too. She was able to create most of the projects the students were making. She was very engaged in the process of creating, but needed one on one assistance. I was able to partner her with another student to assist her. We often incorporated themes in her artwork to reflect her likes and interests.
I also work with ceramics at my school and use this strategy with any of my student who I find are struggling with the clay process. Pairing students with other students is very beneficial to their learning gains.
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+1
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Jeffrey Huebner Posts: 3
7/31/2017
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Last year i had a visually impaired student in my pottery class for the first time. I was not sure how to handle it at first since most of my demonstrations are mostly visual. She was very interested in the class and the medium and that made it fun for me and her to come up with different strategies for success. The best accommodation was peer assistance. She was very social and the other students in the class were eager to help her selecting tools, finding materials, and putting things away. The actual making of pottery came easily to her once she had the correct items.
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+1
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karina w Posts: 3
9/28/2017
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i have a student in my art class who is autistic. she is talented and loves art. she sometimes gets overly focused on something that can distract her from listening to directions or doing her work and gets extremely emotional when redirected. she will have outbursts and has run out of the room a few times too. i've been able to reign in these behaviors by allowing her to notify me with silent hand signals that she is having difficulty and needs a moment to herself outside
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Hillery Malcolm Posts: 1
10/1/2017
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I had an child with Autism that was obsessed with monster trucks. He even wrote his name as Grave Digger. He was only in kindergarten but was very bright. He made truck sounds which switched gears as we walked down the hall. he refused to do anything in class. He would not talk to other people and would only make car noises. He did not play with others or even care to play and socialize with the other students. It was as if he was in his on world and did not need human contact. He was very hard to motivate. I really had to think outside the box. I started with having him paint using his monster trucks. This was a huge hit with him and was the start of a working relationship. We also made a collage using pictures and words from his monster truck magazines. It was clear that if the activity was something that interested him, he was one of the most engaged students in the room. We also created our own monster trucks using watercolors and also created one using clay.
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Angela Jones Posts: 3
10/15/2017
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I have had the pleasure to work with many different types of students with disabilities over the years. Currently I have a child with autism that has a hard time staying focused on the work in class. I noticed that he was not getting projects done in class and was constantly being redirected on work. He was always sketching in his notebook. We were working on a stained glass project and I modified the requirements of the design to incorporate what he had been sketching to help him take his drawing to a final project.
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Jeff Watson Posts: 4
10/16/2017
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I taught a middle school student with muscular dystrophy in my physical education class. I would have to help him at times dress and especially tie his shoes. Most of the time I was his partner for skill drills, so that he could have success in the drills. He would participate as much as he could in all activities that the class did. At times I would be on his team to make sure that he was included in the activity; I would pass him the football, kick him the soccer ball, let him serve the volleyball from a closer spot, etc. He had a great time in class and looked forward to being able to participate with the rest of the class.
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Carina Rachow Posts: 3
10/26/2017
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During my internship for Elementary Art Ed. I had a student who was hard-of-hearing. He had very low hearing in one ear and was completely deaf in the other. Understanding, that he was unable to hear my instructions I knew it was very important to model the techniques I wanted him to learn when we started using watercolor. The examples were on the board and instructed to other students, but I also made sure to work side-by-side with him to ensure I could model for him, and in return he would watch and then repeat the steps I would take to paint.
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Kristin Brodt Grandy Posts: 3
11/6/2017
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Several years ago I taught elementary art to a student that was on the autism spectrum. He was enthusiastic about participating but had a very short attention span. When he finished it was distracting to the other students and many would then become off task. One day, I brought my pet parakeet to school and it was so much motivation for him in my classroom I decided to keep the bird at school. He loved coming to art and he would work extra hard because he knew I would let him hold the bird or sit by her cage as he worked. The bird became the subject matter of most of his artworks. Finding something that inspired him and encouraged him was all it took to expand his learning and engage him in the class work.
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Brooks Tracey Posts: 5
1/3/2018
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I have taught multiple students in the past that were considered Deaf or Hard-of-Hearing. This disability reforest to a student who is deaf or hard-of-hearing has a hearing loss aided or unaided, that impacts the processing of linguistic information and which adversely affects performance in the educational environment. This disability would effect the student during lectures, the watching of videos, and when taking part in group discussions. Some accommodations were made for these students. First, the student was given a seat at the front of the class, closest to the speaker. Second, subtitles were used when viewing videos with audio content. Finally, a microphone device with used in the classroom so that whatever the speaker was saying, wether it was the instructor or another student they were working with, would be amplified into the students hearing aid.
-Brooks Tracey
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Brooks Tracey Posts: 5
1/3/2018
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Kristin Brodt Grandy wrote:
Several years ago I taught elementary art to a student that was on the autism spectrum. He was enthusiastic about participating but had a very short attention span. When he finished it was distracting to the other students and many would then become off task. One day, I brought my pet parakeet to school and it was so much motivation for him in my classroom I decided to keep the bird at school. He loved coming to art and he would work extra hard because he knew I would let him hold the bird or sit by her cage as he worked. The bird became the subject matter of most of his artworks. Finding something that inspired him and encouraged him was all it took to expand his learning and engage him in the class work.
I have also taught a large number of students on the autism spectrum, and you are absolutely correct, incentives are a GREAT motivator for these students. I also provide them with a set agenda for the day, with a breakdown of each activity, and how much time they are expected to spend on each. This helps to prevent them from rushing through the day's tasks just so they can get the reward.
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Brooks Tracey Posts: 5
1/3/2018
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Renee Reyes wrote:
This year, I had a student in my ceramics class with autism. She loved to draw and really wanted to work with clay too. She was able to create most of the projects the students were making. She was very engaged in the process of creating, but needed one on one assistance. I was able to partner her with another student to assist her. We often incorporated themes in her artwork to reflect her likes and interests.
This was great to hear! I teach mostly 2D Art, but when I taught elementary, I would do ceramics. I found that my autistic students loved to get their hands into the clay and create with it. Glad to hear you're students are helping one another.
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Chris Oxford Posts: 6
1/10/2018
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I have had a few interesting cases over the last few years that I experienced for the first time regarding students with disabilities. For this discussion, I would like to discuss one in particular - I have had a Hard-Of-Hearing student, and an interpreter came with the student to class everyday. She and I would discuss the lesson plans of the day, collaborate on instructional ideas and deliveries, and it was a real lesson for me. It was good for the student to also branch out and work with peer groups, as I am sure it helped not only his confidence but his social skills and educational skills for the course.
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