|
Rhonda Pittman Posts: 4
6/13/2021
|
I teach photography at the secondary level. I recently had a student with a hearing impairment. She was not completely deaf but struggled to hear well, even with hearing aids. I sat her in the front of the room and made sure she could see my face, and mouth, as I taught. I printed out, or wrote on the board, assignment instructions and photograph descriptions and just in case she missed something I was saying. I also provided visual examples of the types of photographs I was expecting her to take to complete the assignment. Before beginning an assignment I asked her to repeat back to me what she understood the assignment to be, and how to complete it, so I could assess the level of her understanding. I checked in with her at least once when she was photographing to check her work and make sure she was on the right track. If not, I re-explained the instructions one on one, face to face.
|
|
|
0
link
|
|
Julianna Guccione Posts: 1
6/15/2021
|
I had a student that was visually impaired in my classroom this year. He was not fully blind, but was had the ability to see through a small hole. He was very quiet so we had to work on our communication together! Every time I assigned a project he was always willing to do it, whether it be oil painting, lino cut printmaking, or drawing. I would teach the assignment to everyone and he was fully capable of doing most of the projects which was extremely impressive. I think the biggest thing was having open communication and using accommodations and modifications.
|
|
|
0
link
|
|
Shelly brewer Posts: 2
6/16/2021
|
In teaching Digital Video Tech/TV Production, I have a student who has a speech impediment. Often in class and under pressure his stutter is more pronounced. Once he is in front of the camera, he is rather fluent. I think seeing this and getting positive feedback from his peers and teachers gives him the courage to continue and not be apprehensive to get in front of the camera.
|
|
|
0
link
|
|
Michelle Calapa Posts: 3
6/24/2021
|
I taught elementary Art for several years. One year, I had a visually impaired 5th grade student. She came to class accompanied by a para, who would assist her with her projects. She loved Art class and was always eager to participate. I would have the materials she would use that day ready for her at her table, so she could start working as soon as my introduction was done. I often had her use Wikki Stix, so she could create "drawings" out of these, as well as multiple types of clay and rubbing plates. I provided a variety of options for her to use and it was wonderful to see her take pride in her work.
|
|
|
0
link
|
|
Cindy Wills Posts: 3
7/9/2021
|
I had a student with a visual impairment in my high school Ceramics class. I had to adjust projects to accommodate her ability to feel and perceive objects, rather than to "see" them visually, or follow a visual model of reference. For a project based on "real objects", I provided a realistic object based on her interests (animals), for her to feel and explore, and related the size and shape of the parts of the animal to "known" structures, such as squares, ovals, circles. I had her experience these forms, as concrete models, and then related them to the forms she felt in the 3-D toy model of the animal she wanted to recreate in clay. Using this process, she was able to break down the complex whole of the animal into parts- torso, head, neck, arms, legs- and feel for the "basic shape" (geometric form) of those parts, before manipulating and modifying those basic forms to create the more accurate and organic form of the animal itself.
|
|
|
0
link
|
|
Julian Harris Posts: 3
7/20/2021
|
I have had students with disabilities who found receiving all the instructions at once overwhelming so I would break the lessons including the instructions into smaller manageable chunks.
|
|
|
0
link
|
|
Ashley King Posts: 3
8/12/2021
|
I have a student with autism and they are often overwhelmed by sound and have a difficult time staying in one space. I was able to accommodate this student by providing them with their own space, distanced from some of the noise in the room and also gave them the opportunity to march and move around as they learned and performed.
|
|
|
0
link
|
|
adriana tomassi Posts: 2
8/20/2021
|
I had a gifted child who had a hard time staying on task. I had that student work in small groups where they would be actively participated in learning and teaching the material
|
|
|
0
link
|
|
karen wycka Posts: 2
8/23/2021
|
I had a pottery student who had had a stroke and only had use of her left side so I taught myself how to do everything one handed so I could make sure the things I asked her to do were not only feasible but manageable for her to complete while still having good craftsmanship. She was my strongest potter in the whole class because I had instilled in her the confidence she needed by accommodating our practices to fit her needs.
|
|
|
0
link
|
|
karen wycka Posts: 2
8/23/2021
|
C. Robb wrote:
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.
|
|
|
0
link
|
|
Kiley Hingle Posts: 3
8/29/2021
|
I had an Access student who had a Traumatic Brain Injury. He had to wear a helmet to protect his head should he have seizures in class. He could do basic motor skills, use simple art tools, and follow step by step with assistance. No creation/creativity on his own. Couldn’t recall information. However, was excited and enjoyed participating in art projects. I was severely limited in what I could ask of him overall. We came up with fun and engaging projects for him regardless and he was always so proud of what he had done at the end of the period.
|
|
|
0
link
|
|
Cristal Nicola Posts: 3
8/30/2021
|
I have a wheelchair bound student who is capable of moving/walking from his wheelchair to a chair if he chooses. He has muscular and skeletal issues and has an assistant who helps him to and from class and is also available to help him out in class if necessary. I made sure he can pull his wheelchair up to a table so he does not have to transfer to a chair on a regular basis. He is welcome to get up and sit in a chair if he chooses (and he has) or he can stay in his wheelchair. Both options are available. Additionally, he has access to a laptop to assist him in his daily class activities as needed.
|
|
|
0
link
|
|
Sarah Knudtson Posts: 3
10/10/2021
|
In my advanced level art courses, I have taught many students with Social Emotional Disabilities, often with anxiety disorders. The first assignment each year is a simple slide show, wherein students present their artwork, this can be difficult for introverts and those with social anxiety. One way students can have their work without having to speak in front of the class is to use a “Pinch Extrovert” similar to a pinch hitter in baseball. The class extroverts volunteer to present other students' work and in the best cases make friends with the person they are presenting for. In other variations, I have presented the students' work myself, or put it in an online form where students can view it without it being on the big screen.
In addition, I am ever reminded by my students of the power of closed captions. Playing videos with closed captions enabled not only helps my hearing impaired students, but it helps students with processing delays and types of autism as well.
|
|
|
0
link
|
|
Susan Wessel Posts: 3
10/11/2021
|
In my middle school 3-d class, I have a student with Autism. During our pottery unit, I modeled the steps through hands on teaching. I always allowed him extra time to finish and let him interpret the project as he saw it. He was placed next to two students who were supportive of him and repeated directions when he asked. I created laminated cards of the steps with photos of my hands completing the pottery steps. I use these often in my classes for all of my students. They greatly benefited this student.
|
|
|
0
link
|
|
Crystal Champine Posts: 3
10/12/2021
|
I taught a middle school art class with a mixture of general education and adaptive students. The students from the special education section had a variety of disabilities ranging from physical to intellectual. I had to fashion different art instruments to support them with practicing technique and mastering the standards. I was lucky to have their para to assist me with their learning. Some of them enjoyed the class, but many of them were frustrated. Having the two different sections of students was extremely difficult for me when it came to pacing and learning expectations. I had behavior issues with both sections and a variety of learning levels.
|
|
|
0
link
|
|
Fran Topp Posts: 1
10/13/2021
|
I have a student in one of my art classes who is selectively mute. His parents provided all of his educators with information so we could be informed. He carries a small notepad for when he has a question, which is rarely. This boy is an amazing artist, and during the school year I have learned how to anticipate questions or issues he might have. The class has been accepting of him because he is so outstanding as an artist. He has enjoyed being in the class.
|
|
|
0
link
|
|
Tammi Fox Posts: 3
11/1/2021
|
I had a student with a behavior disability and he would get angry and violent when things didn't go well for him. To avoid frustration in the art classroom, I would sit beside him and quietly discuss the assignment and any accommodations he might want to feel successful in completing the project while hitting on the main objectives of the lesson.
|
|
|
0
link
|
|
Michael Gonzalez Posts: 2
11/2/2021
|
I have used mnemonic devices such as CUBES 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.
I attach the reading & math mnemonic strategies to each piece of work that my students do in their centers to incorporate what they are working on for the week.
|
|
|
0
link
|
|
Wendy STANZIANO Posts: 3
11/5/2021
|
I have a student with Aspergers. I have used checklists to help her monitor her progress and to be sure she includes all the necessary steps to complete a project. I also use visual rubrics with all students.
|
|
|
0
link
|
|
Nora Hussein Posts: 3
11/6/2021
|
Last year, I had an inclusion class with 20+ ESE students in my Draw 1 class of 45+ students while hybrid teaching during the pandemic. Thankfully, I had a handful of paraprofessionals in the room. There was one girl that had an intellectual disability. She wasn't able to follow along on her own. I gave them all a coloring book and a pack of color pencils that they can keep on their shelf for the ones who were face-to-face. We developed a routine where she would go straight to her shelf, grab her belongings and color in her book until I finished my class instructions. While students were independently working I would give her individual instructions and give her hand-to-hand assistance. She had a speaking device to communicate verbally. She only knew how to draw smiley faces. So, I would give her tracing copies of the images I wanted the students to recreate on their own papers in order to develop her motor skills and practice having more control of the pencil. She was a very happy and sweet girl who loved the color purple and we slowly got her exploring other colors.
|
|
|
0
link
|