|
Lindsay Wheeler Posts: 4
2/5/2022
|
"Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities."
For students who cannot concentrate on the intricacy involved in some art tasks, I have allowed modified options within the assignment to allow them to complete the project successfully but more quickly.
"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."
Fewer questions and frequent breaks are two successful assessment accommodations I have used this year with a student with ADHD. He needs to frequently get up and walk a loop around the room, stretch and sit back down.
|
|
|
0
link
|
|
Tracy Sellers Posts: 4
2/8/2022
|
I had a student in my class identified as SLD and it affect her ability to process directions given as whole class instruction. It made it difficult for her to understand the expectations and complete assignments. I ended up writing step by step directions on the board in addition to providing a visual model of the desired outcome. Not only did this help this particular student, but it improved the overall end result for all my students.
|
|
|
0
link
|
|
Jacob Trew Posts: 3
2/9/2022
|
I had a student with ADHD who was impulsive and often worked too quickly. His products often lacked detail and didn't show meaningful learning. To accommodate this student in fine arts (3D art projects), I would break each product down into separate steps. I allowed him to work on individual pieces of the assignments until his efforts reached the requirements of the project rubric. I provided him with frequent breaks and allowed him to sit or stand when working as he saw fit. These modifications helped the student complete projects and do more detailed work.
|
|
|
0
link
|
|
Jacob Trew Posts: 3
2/9/2022
|
Jessica Gautier wrote:
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.
Routines are good for autistic students so having him do things according to your modeling is, no doubt, helpful for this child.
|
|
|
0
link
|
|
Jacob Trew Posts: 3
2/9/2022
|
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.
I have found that many disabled students are good in art. "Selectively mute" is definitely unusual!
|
|
|
0
link
|
|
Linda Ayad Posts: 3
2/14/2022
|
I had a student who had severe Behavior problems. I used positive behavior support strategies and found that frequent positive support gave her a lot of confidence. I also used tiered lessons in art class because she had difficulty following several step activities and staying focused.
|
|
|
0
link
|
|
Jennifer Evans Posts: 3
2/16/2022
|
- 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 now who has Autism. She is a very focused and talented artist but was only drawing faces from photographs. She has a lot of anxiety about trying new things and opening up. She was very resistant at first but by going slow, lots of conversation and demonstration, I convinced her to start drawing the rest of the person. We started with the torso, moved on to include knee caps and slowly went on to draw the complete human form. I am now getting her to include some backgrounds, some even include some tricks from 1-point. Her anxiety has dropped substantially and she tells all about her art and her life now. My next step will be to have her draw from life observation.
|
|
|
0
link
|
|
dustinschott Posts: 3
2/22/2022
|
I teach a student diagnosed with a Specific Learning Disability in addition to being on the Autism Spectrum. This student was affected daily by the disability. Namely the focus of the student and completing tasks were a concern. The student had trouble completing complex tasks/projects. I have to chunk lessons into smaller tasks for the student to be able to focus on simple tasks and have success and build on top to eventually finalize larger more complex projects. I also have to interact and engage the student every 15 minutes to keep them on task and focused on the assignment as well as give verbal encouragement/feedback so the student is motivated to continue work. I sometimes redirect their attention and behavior to remain on task if they are off task or if they show a struggle with a certain assignment. Reteaching or rewording how to do a task is also helpful. One final aspect I find important is to give the student a reason for why it is important that they learn the lesson, etc.
|
|
|
0
link
|
|
Renee Wuhrman Posts: 5
2/24/2022
|
I teach High Art and have a student in my class that is on the Autism Spectrum among other learning barriers. She wears a rope type necklace around her neck that holds 10-20 visual cards that she can look at when she feels overwhelmed/or stressed out. She is a really good student but works way to fast and doesn't put effort into her work and habitually complains about how she is so bad at art and doesn't know how to do anything. She also loiters my desk to the point where it is interfering with my instructional class time. I keep a constant demeanor with her and feed her with positive verbal praise. I also make a point to make her my helper when posting/exhibiting student art in the hallways (this makes her feel she is worthy and needed). When she finishes projects too early, I direct her help some of my struggling students to catch up on missing work. For example, we were doing an animal collage/paint poster, and she was helping a student cut out different color pieces from magazine pages for their collage as the other student was painting. This peer collaboration effort promotes a sense of importance and belongingness.
|
|
|
0
link
|
|
Renee Wuhrman Posts: 5
2/25/2022
|
I have a student with Autism and a vision disability in my IBDP Art class. This class is the last block of the day and it is only 40 minutes long. Following his IEP, the para has to escort him to to bus loop 15 minutes prior to the dismissal bell, therefore, he misses a lot of the written and visual work. I accommodate him through technology by use of the Smart Board and Google Classroom. I post all the notes and material in the stream section of the Class. This way he can magnify visually the content to his preference. He has the option of finishing at home or I pull up the stream the next day so he can fill missed notes. This works very well and he knows what to expect and doesn't feel like he missing anything by leaving early.
|
|
|
0
link
|
|
Renee Wuhrman Posts: 5
2/25/2022
|
I once had a student with a TBI in my art class. This student struggled with a peripheral vision disability/ and was easily distracted. As per his IEP accommodation plan, I strategically placed his seat in the center of where I do all class demonstrations and how-to's. This allowed him to see straight ahead and the possibility of being less distracted by peers standing around the table. This seating arrangement provided the student with opportunities to focus, observe, and participate with minimal distractions, as well as my watchful eye. Therefore, when the presentation of the lesson/project was released to the student (s), he was better prepared and knew what was expected of the task.
|
|
|
0
link
|
|
Renee Wuhrman Posts: 5
2/25/2022
|
Linda Ayad wrote:
I had a student who had severe Behavior problems. I used positive behavior support strategies and found that frequent positive support gave her a lot of confidence. I also used tiered lessons in art class because she had difficulty following several step activities and staying focused.
|
|
|
0
link
|
|
Renee Wuhrman Posts: 5
2/25/2022
|
Linda Ayad wrote:
I had a student who had severe Behavior problems. I used positive behavior support strategies and found that frequent positive support gave her a lot of confidence. I also used tiered lessons in art class because she had difficulty following several step activities and staying focused.
Try putting on soft background music if you have the ability. I find that it calms the classroom and promotes creativity as well as a happy environment.
|
|
|
0
link
|
|
Pamela Brown Posts: 1
3/11/2022
|
I had several students who were identified as Autistic and had some behavioral issues. They would struggle with completing tasks of any kind. I used music as a positive behavior support strategy to help them manage their behaviors. They all love music! While using this strategy, I was able to introduce them to different types of music. The students are technologically savvy and love to use their computer/chromebooks. As a way to modify and accommodate the lesson, I would have them to share a song, instrument and artist they enjoy. They were able to search for the information and share it. During the presentation, the accommodation was made for students to present orally or allow me to connect the computer to the projector to show the material they found. Some autistic students may not be very verbal, but they felt really good about sharing information they like and understand. It turned out to be a great lesson and allowed students to see themselves as contributors.
|
|
|
0
link
|
|
Barbara Stuchell Posts: 3
3/12/2022
|
I have an SLD student in my Digital Design class who is overwhelmed with processing detailed instructions. I make sure to chunk the information into smaller steps for him and give positive feedback as he completes them. When the task involves creativity, it also helps for me to show him a visual sample of possible results – which he can feed off of.
I also provide opportunity for improvement. Just recently this student turned in a design that was quite off the mark of what was asked for. Since I had already used my previously mentioned strategies, I involved the parent in assisting by sending her a copy of what was turned in, along with the directions and all that I had done so far to help him. She was positive in her response and we ultimately were successful in having the student turn in the correct format for the assignment.
edited by Barbara Stuchell on 3/12/2022
|
|
|
0
link
|
|
Peni Riedinger Posts: 2
3/17/2022
|
Thinking of a student with an intellectual disability who is in 6th grade and is unable to color or paint within lines. I change the activity to provide cut outs of construction paper for her to tape on the outline of the drawing using the same color as the cut out. She often needs assistance in the activity because her fine motor skills are also impaired. Because she is IND, we celebrate her ability to participate in the activity even though she needs direct assistance. We find that positive reinforcement also decreases inappropriate behaviors from her when she is frustrated with completing the activity.
|
|
|
0
link
|
|
Lorraine Vazquez Posts: 4
3/23/2022
|
I have a student with ADHD. She is easily distracted and gets off task. She seems to enjoy creating art and benefits from encouragement throughout a class period. When I give an assignment, I check that she has understood the directions. I ask her to describe to me what she wants to achieve in her work and what materials or resources she may need to accomplish this. This student also needs help with organization and reminders. I encourage her to place resources in 1 class folder so that it is easy to find. I sometimes provide additional resources & references, as she often forgets to come to class prepared. I find that what she needs most often is to be encouraged and reminded to stay on task. I also carefully choose to seat her near students that are enthusiastic and can be a positive influence.
|
|
|
0
link
|
|
Lorraine Vazquez Posts: 4
3/23/2022
|
neslihan celik-george wrote:
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.
|
|
|
0
link
|
|
Donna Haynes Posts: 3
3/25/2022
|
- Identify at least two ways administrators can assist fine arts educators' in learning about how to use adapted assessment in their fine arts classroom.
1.Ans: Provide a District professional development on the topic of how to use adapted assessment in their fine arts classroom in each discipline-visual art, drama, music, dance.
2. Ans: Provide support for a District Professional Learning Committee (PLC) for fine arts teachers in their specific discipline where teachers build on research in how to use adapted assessment in their fine arts classroom and apply knowledge in their classrooms to bring back reflection to build upon in their PLC groups.
|
|
|
0
link
|
|
Donna Haynes Posts: 3
3/25/2022
|
- Identify at least two ways administrators can assist fine arts educators' in learning about how to use adapted assessment in their fine arts classroom.
1.Ans: Provide a District professional development on the topic of how to use adapted assessment in their fine arts classroom in each discipline-visual art, drama, music, dance.
2. Ans: Provide support for a District Professional Learning Committee (PLC) for fine arts teachers in their specific discipline where teachers build on research in how to use adapted assessment in their fine arts classroom and apply knowledge in their classrooms to bring back reflection to build upon in their PLC groups.
|
|
|
0
link
|