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Karen Klein Posts: 7
12/16/2020
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I have had many students who have autism. Typically, they have been high functioning. At times I have had to repeat directions and breakdown lessons with more chunking. I have had to give them extra time to complete assignments as well because while monitoring their behavior, I've noticed frustration on their part. I have allowed them extra time to answer questions and to gain understanding of directions. I had a particular autistic student who was very paranoid. He did not like to let other students see what he was working on. I did not make it mandatory to show his work during critiques, though he did participate in the critiques of other students work. This alleviated his anxiety.
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Karen Klein
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Karen Klein Posts: 7
12/16/2020
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I've already answered this question.Thank you!
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Karen Klein
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Michael Pineda Posts: 3
1/3/2021
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I had a student who would be labeled as "Other Health Impairment". He woke up each day with severe migraines, leading him to miss a significant amount of school. I am surprised that he was not listed as "Homebound/Hospitalized", as he missed such a large amount of instruction. This was very challenging as my class is a performance-based class, and the students need to create their work utilizing specialty equipment that the students would not have access to at home. We were able to modify curriculum to meet course standards so he could largely work from home.
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Kristen Pineda Posts: 4
1/3/2021
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I had a past student with Autism. He often felt my pacing was too fast and had a significant amount of follow up questions throughout each lesson. He also moved extremely slow on assignments and felt that each aspect of his work had to be "perfect" for him to be able to move on. He was also easily distracted by noises. To make the environment more successful for him, I put him at the front of the class so he was not distracted by his peers and was closer to the board. I also looked at him directly at the beginning of each demo and asked him to watch and listen (not take notes) so he did not get overwhelmed. Afterward, I would sit with him directly, going through the demo again as he took notes at his preferred pace. I also broke up the instruction into chunks, checking his success and providing positive reinforcement at the end of each step before he moved on to the next.
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Beverly Castro Posts: 4
1/4/2021
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As a visual art teacher for students with special needs and disability my biggest challenge through the years have been figuring out how to accommodate and modify lessons for my students with visual impairments. I have learned to get creative with using tactile items such as manipulatives, playdoh, bolded fonts/lines, enlarged images, pipe cleaners, wiki stix, puff paint, etc. As challenging it has been, it's so rewarding when I find ways and items students with visual impairments like to create with.
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Corine Waters Posts: 2
1/14/2021
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- I have discovered in teaching students with specific learning disabilities, tickets out the door can be difficult to accurately assess knowledge. Difficulty writing and reading can make written responses innacurate in determining if the taught skill was acquired. If the student is to be accurately assessed, you must use project based assessment to determine if the knowledge has been processed and analyzed correctly. I break the project grades down into separate sections and only grade one at a time. Students know which they are being graded on and their focus is there. When we move on the focus may change and the students change focus.
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Alan Pearson Posts: 2
1/20/2021
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I remember, will never forget actually, this one particular student with Autism that attended my 7th grade Visual Art class. In the state in which I was teaching at the time; there was funding for 1 on 1 assistance for certain students in need. Every week twice a week an Aide would accompany my student into the room and assist him with his work. The student could not communicate verbally and the Aide was instrumental because she was with him full time and learned his mannerisms and non verbal cues. Much of my interaction with him was via his Aide as an Interpreter.
Fortunately he really seemed to enjoy and love drawing. When he came to class he would always present me with his latest drawing of a "floor fan" for which he seemed to have a fascination. Through these very detailed, observational renderings I could see that his hand eye coordination was quite good, but often during class the Aide would need to "guide" his hand to varying degrees to draw things that were related to the assignments being presented (mainstream mostly). The Aide and I often consulted before class about what we could do to modify the presentations and what a reasonable expectation might be. Results were varied and I began to wonder what, if anything was getting through to my student.
Eventually we came to one of my favorite lessons; a unit on Self-Portraiture. I liked it because it involved a student creating a raw, untutored "Before" self-portrait before beginning the Unit and then creating an "After" self-portrait at the end of the Unit. The differences when compared were impressive, especially to the students, and I truly enjoyed sharing in their realization. But what about my Autistic student? The Unit was too long to simply "give him something else to do"...!
After consulting with his Aide I decided I would give him the same assignments as the other students and monitor his progress one drawing at a time. He started with the "Before" drawing and, with a little guidance from the Aide completed the raw, extremely disproportionate, very cartoon-like self-portrait. Well, I thought, at least it isn't a floor fan! As the Unit progressed so did my student. The Aide helped him through drawing Eyes then Noses then Lips... Finally it was time to do the "After" portrait. The student was given paper pencil and mirror, the Aide reached for his hand...and...I stopped her. Not on this one, I told her; let him try it on his own.
Over the years I have collected copies of some of the most impressive Before and After pictures from my students from this Unit. This Autistic student's Before and After are in that folder. No, his After wasn't some incredible masterpiece...but when I saw it I couldn't believe how much better it was! The eyes were HUMAN not cartoon, eye brows, a nose with normal nostrils lips both upper and lower not just a line for a smile...it was an actual self-portrait! It still chokes me up a little many years later, not because he drew a better picture, but because even through all of the formidable obstacles in between us I knew i was still reaching him in there.
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Kelly Foreman Posts: 3
1/20/2021
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I had one student with a hearing impairment. As she had been living with the impairment for years she had she was comfortable talking about it and asking for clarity. Occasionally she did feel the need to follow up and confirm something or ask for clarity. In order to best ensure she was understanding instruction I had her sitting close to where I'd give instruction and project written instructions as well. Additionally having students team up was always helpful.
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amiee sarajian Posts: 1
1/29/2021
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I've had several students in the past with ADHD and this affects their learning and success with learning. So what I have done is provide visuals as much as possible to engage them in the demonstration. I've also been aware of their attention, and tried to teach my lessons in "chunks" or quick segments. I present the important information on the overhead--written and refer to this often for clarification, and when I check for understanding, I refer back to the visuals and written points. One on one teaching helps as well with these, and proximity.
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Erin O'Connor Posts: 3
1/29/2021
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I had many students fall on the spectrum. At times it was hard for them to focus during full class instruction. It was important for me to take time with them individually to make sure they understood the content and instructions for the art assignment. Certain students would question everything, which in turn made it a great learning experience for all of us, we were able to think of the assignment in different ways and how to accomplish the tasks as students and teachers.
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Kristen Pineda Posts: 4
1/31/2021
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In my 2D animation class the students were asked to draw characters and develop a visual storyboard to share with the class. One of my students had physical impairments making fine motor skills like detailed drawing difficult. He often rushed or shut down because he was embarrassed by his skill sets. Instead, I had him do it digitally on the computer where he could find images of characters and then copy/paste them over in each of the digital storyboard layouts. This helped ease his mind as he didn't have to worry about 'making mistakes' but could concentrate on storytelling and how he wanted it to visually look. His end result was more simplistic than his peers but he was also able to type a description underneath to help illustrate his concept.
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Salvatore James Gulino Posts: 3
2/1/2021
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In my Creating 3-D Art class I have many ESE students, some definitely are challenged with techniques that require fine motor skills. One example that come to mind is a Metal Sculpture project we do whereby the students must use cold connections, using pliers in a particular way to clamp one end of the 16 gauge steel wire onto another piece. One modification is to provide an aluminum wire that is a softer metal and easier to manipulate. In some cases I have accommodated by assisting with that part of the process, the rationale being that the student most importantly is still generating ideas and making their own artistic choices.
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Michael Melvin Posts: 1
2/2/2021
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I had a student with hearing impairment. I would wear a mic and he had a receiver that allowed him to hear instructions. He was a fantastic student that now works with the FBI.
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Jennifer Thrasher Posts: 3
2/3/2021
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One most recent students student was truly struggling with the ukulele. He had broken his arm and it had set in a funny angle (OI). He was unable to bend the arm and could not play with the left hand chording and right hand strumming. I tuned the instrument backward and he now plays with his right hand cording and left hand strumming. I had never considered this before but has worked really well for him and he is making progress. I also made the same accommodation for a student who is strongly left handed and he has had the same success.
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lisa smith Posts: 1
2/5/2021
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I have been been blessed over the years to have had the opportunity to work with many students with various disabilities; I learned so much from each of them. One boy, I will call Ray, will be in my heart forever . Ray was diagnosed with Autism Spectrum Disorder. He came with a paraprofessional to my Ceramics class two times a week for a year. Ray hated to tough the cold wet clay. The paraprofessional and I worked diligently and patiently all year to get Ray to accept the feeling of the clay. In the beginning if he would simply touch the material we would reward him with his favorite activity, peeling the paper off of crayons. After a period of several weeks Ray began to pick the clay up, and further down the road he would even hold the clay. He gradually got to the point where he could use both hands to manipulate the clay. By the fourth quarter Ray was making rudimentary pinch pots which I would fire and give to him to take home. I have a lot of peeled crayons in my classroom that will continue to remind me of Ray and his progress.
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marie J Hosker Posts: 3
2/11/2021
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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.
Accommodation - Response: Materials consideration
Last year, one of my autistic students was very leary to touch certain things, and had negative reactions to anything wet or anything colorful. He wore sunglasses, which were allowed based on the understanding that he did not like bright light, it gave him headaches. I realized he is overstimulated by high color. So we decided to let him use black and white dry media. He did have the option to use color, had available colored drawing tools, but used color rarely, only to let one small object stand out as a focal point. I gave him a container with every conceivable black or dark colored drawing tool...graphite, dark color pencils, markers, conte crayon, felt pens, felt brush pens and so on. Eventually he started using a drawing pen and he reluctantly tried liquid ink (black) for drawing, but if it blotted he got upset. He finally learned how to use it and did finish one project with pen / ink. However, we agreed to return to dry media. So the accommodation was in the materials used, and he did complete his assignments. Primarily, he used dark graphite pencil or a felt or ball point pen for all projects. We did make effort to use weighted line, values, patterns, textures within his line drawings.
Accommodation - Setting: Special seating and furniture arrangement
This same student was overstimulated by nearby conversations, bright lights, noise, or too much movement, or someone facing and talking to him (eye contact). I asked him where he would like to sit to have a less distracting surrounding. He chose the back corner of the room by my desk. I also moved a tall book case to be perpendicular to the wall so he had a partial visual barrier on one side and my desk area was the other barrier so to speak. He wanted to sit at the back of the class so the back wall was his 3rd barrier. Otherwise, his frontal view was the entire class, the back of students. I also moved art supplies from the back of the room to the front so that students were back and forth away from his seating. So this eliminated much of the problem. I turned one of the 4 light switches down so that the back of the room was slightly darker and that made him really happy. I had a small clamp on lamp that he was allowed to use if he wanted it, which he sometimes did. Apparently light on his paper was fine, but not in his eyes. He seldom looked up, but he and I gradually had long conversations which he often initiated, telling me all about his work and why his interpretations.
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Carrie McGugin Posts: 3
2/13/2021
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My student, E, had an orthopedic impairment due to an accident when she was younger. While she was able to walk with crutches, E preferred her wheelchair since she was then able to use her hands to be more independent. E preferred to make her accommodations as invisible as possible; she did not like to use a peer helper. So whenever we did something that may have been difficult for E, we made sure to move supplies to somewhere within her reach/accessible from her wheelchair.
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Salvatore James Gulino Posts: 3
2/16/2021
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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 have allowed students to use an iPad or devise to draw and plan for projects, and/or take notes.
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Salvatore James Gulino Posts: 3
2/16/2021
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities. *I build in a floor for every assessment based on the course level and reasonable expectations therein. For example the floor grade for an intro class might be 70% for participating and completing a project, no matter the technical skill, craftsmanship, creativity, or overall aesthetic value. Often for students with disabilities that floor will be set at 90%.
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Juliana Rowe Posts: 3
2/16/2021
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Fine Arts educators:
- 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.
Some students with learning disabilities had issues with submitting assignments virtually. We use Canvas. If a student has difficulty, I first demonstrate using video and live lessons, review those instructions daily, and build in extra time for them to submit. Then, if that doesn't work, I usually contact the case worker or parent to see if I can provide any further assistance beyond demos, repetition, and video. Then if they still find that they are unable to submit, I have them submit manually where they can just show me their sketchbook, and I grade in the work they have in person.
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