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Vanessa Smith Posts: 3
4/7/2021
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I use daily sketchbook work to journal with my students. My students of varying abilities may use magazines and glue and scissors to cut out pieces to glue into their sketchbooks, if that works better for them to express themselves. Also, they use this same cut and paste method for their note taking, because writing is sometimes difficult for some of my student with disabilities.
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Angela Barberi Posts: 3
4/16/2021
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Teachers can advocate for their students with exceptionalities by learning what resources, tools, software and accommodations are available to allow their students to participate in the assignments modified if needed for their ability level.
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Mary Etta Rokusek Posts: 3
4/24/2021
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When I taught at the Elementary level, I had a third grade student on the Autism Spectrum. There were some challenges, for example an obsession with another student. For example, modifying the seating chart so that they would not see each other. The student often would not WANT to do what we were doing, and preferred to just sit and draw the same thing over and over. There was a reward system in place where if he did what I wanted. (Which was really not more than TRYING what we were doing in class) he earned a ticket where i would take legos to recess and he could play with the special set with a friend a recess. This gave him an extra incentive to try something new and move out of the confort zone.
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Eric Milan Posts: 3
4/25/2021
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I once had a student that was severely visually impaired. To assist him, I sat him as close to the the front of the room as possible. That way he would have closer access to visuals and presentations. I also printed out directions with extra large fonts to help him see the directions ( I also provided him with a magnification sheet that helped him as well. I worked with him individually and explained all parts of the lessons so he would be on point. In addition I also provided him with extra large reproductions of visuals that were part of the lesson. He was afforded additional time for his art projects and did a great job in art!
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Eric Milan Posts: 3
4/25/2021
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I have used the IPad to help a student who had issues with tarditional media. In drawing class he didn't like the tactile texture of the various drawing media so I had him use the IPad to create works using the different media tools to mimic the traditional media. He was extremely happy with this as his projects had the same look as the pastel portraits, watercolor landscapes, and mixed-media works to name a few. The different tools and his ease and familiarity with the technology helped him overcome this physical tactile obstacle and helped him create outstanding works in drawing class!
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Eric Milan Posts: 3
4/25/2021
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I once had a student who had issues reading written tests and taking these type of assessments. She was more comfortable with oral directions, so I decided to record the test and have an audio version that she could play and pause as she took the written test with headphones. I also gave her additional time per her IEP and this dramatically helped her improve in her test-taking and with these assessments.
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Katherine Bechtold Posts: 1
4/26/2021
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For deaf or hard of hearing students in Fine Arts classes, communication is the number one barrier to overcome. It would be essential to work with the student's sign language interpreter to ensure that instruction provided in spoken English is effectively translated to the student's preferred mode which could be American Sign Language. The teacher would also want to ensure that instruction is highly visual by providing pictures, diagrams, posters, and any other appropriate visual displays. The teacher can provide preferred seating so the deaf/hard of hearing students can see the teacher and the interpreter clearly.
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Justin Posts: 5
4/27/2021
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I had a deaf and hard of hearing student in my fine arts class. The student was very capable and able to complete most of the assignments without much additional help. When a translator was available the student would have access to direct instructions I delivered to the class as a whole. On these days I would have the student and translator sit either to the side of the room around my desk, or towards the back so the rest of he class wouldn't get too distracted. When the translator was not available, I would have written instructions printed out and placed on this students desk. Through hand gestures and placement this student was able to stay in task. I found that though a collected effort, we could accommodate this student and allow them to accomplish tasks on pace.
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Justin Posts: 5
4/27/2021
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I also had a student who was mute. He carried a tablet with him every where he went. He has the most profound and well thought out questions and responses to the subject matter. Jill wright wrote:
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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Zela Henderson Posts: 3
4/28/2021
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* 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.
When I was at the high school level, I remember having a student with ASD in my art classes three of his four years in high school. Initially things were a little rocky because my classes were large and noisy, but I quickly made necessary adjustments so that things would go better for everyone. My classes were already combination classes of beginning art and advanced placement art, so the students in the beginning art classes would work at the tables of six while the advanced students would work at the tall tables with their backs to the wall. These tall tables were a place of importance in the room.
In the beginning, J would randomly scream out and wander around the room like he was trying to figure out where he should be. There were also specific words that would really set him off. It took a couple of weeks to figure out that J needed to sit at the tall tables so that he could have more space to work and not be bombarded by other students constantly trying to talk to him. That was a major turning point for J because not only did it make him feel special but it also put him in a more favorable light with the other students because they could see his ability to focus on his artwork and stay with it until it was amazing. He inspired others to work hard and create beautiful artwork. J's artwork was always in the art shows because it was that good! His parents even created note cards with his art on them. They sold them and gave the proceeds to help other children with ASD.
I stay in touch with his mom on Facebook, and I'm always so happy to see things are going great!
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Jessica Greenberg Posts: 3
5/4/2021
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I have had numerous ASD students in all different levels of art through the years including the current one. I have three autistic students this year - two in Art 2 who is on-campus and one in AP Design who is virtual (briefly on-campus then switched back). One of the students in Art 2 comes to school everyday but does very little while in class. I encourage him to take out his supplies and work but he only does so for a short period of time. He still does well in the class because his mom works with him and helps explain the assignments. She and I have communicated many times throughout the year regarding project and modifications so it has worked out ok. The other student in 2D 2 did very little in the beginning of the year - nothing when we were only virtual- and when we returned there were some issues of him keeping his mask on. The school put a para in the room with him and that seemed to help him get back on track, partly because he didn't want her there. So now he communicates more and shows me the work he is producing. The third student is virtual and in AP. The beginning was tricky. His skill level isn't really up to AP standards and he doesn't take constructive criticism well but I think we've figured out a way to work together. The parent, student and I had a conference to try to smooth things out as the parent told me her son thought I hated him (obviously not the case!). I had to adjust the way I give suggestions and make sure I comment on something done well. The mom said she read feedback over her son's shoulder and he had a big smile on his face because of praise I gave him. He's become more communicative in asking for accommodations and even shared that it was his birthday during roll call. I call it a win!
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Kelly King Posts: 3
5/11/2021
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I have taught a wide range of students with disabilities. One student specifically with ADD. He had issues staying in his seat and engaged. I would come up with rewards for completion if his work. He loved doing favors and errands for me. His reward for completing his work would be cleaning something or organizing my supply closet. I was able to get a lot more work out of him when I started using rewards.
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cat roberts Posts: 2
5/13/2021
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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.
I have a student that is non verbal and autistic. He is in my 2D Studio art class. It is hard to communicate with him and understand all of his gestures. Be he does make noises when he is happy or made, and reading his expressions has helped me connect. He can write and draw which also helps me understand where he is. I connected with the ESE coordinator I was able to find ways to alter his lessons and have him make art. Most of the project he has been able to complete in his own way and definitely understands what I am saying. When I did a whole class demo on print making, he watched. Once the class was set up, a one-on-one aid and I did a hands on demo with him and he was able to make a print from his homemade print plate. He really enjoyed and and you could see the excitement on his face. It was so rewarding to have him in class and help him enjoy art and making.
edited by cat roberts on 5/13/2021
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Chris Snyder Posts: 3
5/13/2021
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Administrator wrote:
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.
I have taught a number of students with disabilities in my short time as a teacher. I recently had a student with an orthopedic issue with one of his hands. His mother was very concerned with which instrument would be the appropriate one for him to play since he didn't have the ability to use both hands. We picked the Euphonium for him since he would only need his right hand for the valves and his left arm could be used to brace the instrument and his left hand would not be used at all in the functioning of the instrument. I have also had a number of students who were legally blind or had severe visual impairment. For these students I have made blown up copies of music and in many cases moved them to the front of the classroom to help them follow and see the board better.
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Karissa Herb Posts: 3
5/18/2021
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I have a student with emotional/behavioral disorder. He can be the sweetest student, but if something happens that he doesnt like he can freak out and cause a giant scene in the classroom. By allowing this student to wear headphones to block out any distractions that go on around him, he has been able to zone into his work and show success in his art!
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Janette Carter Posts: 3
5/18/2021
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I have had many students in my art classes that have had a disability. Most of them can successfully do the work with a few modifications and accommodations. Most of the students receive re-directing, preferential seating, and extended time.
I have made visuals to help aid them with each assignment.
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cat roberts Posts: 2
5/21/2021
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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 a few students who are ESE. I use a document camera to visually demonstrate to the whole class how an art process works so everyone can see it on the board instead of having students gather around a table where some may not be able to see it. While doing the demonstration, I also record it through the document camera and then post it into google classroom so my students can go back and watch it at their own pace. This also allows them to watch it as many times as needed to master the task.
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Joyce Beck Posts: 3
5/31/2021
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I had a student who was deaf. He was an excellent student, very interested in his classwork, with a strong desire to do well. He wore hearing aids and had a mild speech impediment. I had him seated in the desk closest to me. He was usually able to understand. Fortunately, there was a student next to him who would help as necessary. I also made it a point to write all directions for work on the whiteboard..
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Beverly Castro Posts: 4
6/2/2021
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I have a student with visual impairment. It was challenging to teach art and get them to participate. Because of their disability, I had to make some accommodations and modifications for my student. For example, if I had something printed out, I would make sure they were printed bigger and bolder. They also used different materials such as 3-D models of shapes, wiki stix, and play dough.
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Melanie Forsythe Posts: 1
6/8/2021
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I have a student with hearing impairment. She was in my AP Digital Studio Art Class. She had difficulty with the weakly critiques because they required verbal responses based on a rubric. I had the class create a visual word wall of the rubric and instead of responding to the art verbally, they worked in groups and used small white board paddles to assess the art. All students were engaged, and I will continue to use this method of evaluation.
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