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Colby DeGraaf Posts: 3
3/27/2022
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I have a student that is D/HH in my Drawing 1 class and needs to wear a hearing device to amplify sound. In effort to make sure the student understands what is covered in each lesson, the student's seating assignment is directly across from my desk. Each time I confirm whether or not the student heard and understands the information, that student has always said the information could be heard and understood.
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Heather Chansler Posts: 1
3/29/2022
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I am a Culinary Arts teacher for 6/7/8 grade students. I have a hearing-impaired student that that reads lips very well. I have accommodated her by making she sits in the front of the room, and that she is paying attention to me whenever I speak to the class. When we work in the kitchen stations, I put her with students she is comfortable with, and that are comfortable with her. They are aware of her disability and know that when they speak, they need to face her. She has adapted very well in my class and is excelling.
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Pedro Jarquin Posts: 6
3/30/2022
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I had a student several years back who was legally blind, but had some sight. As one can imagine, it is difficult to distinguish pieces of art from a tiny page or book when severely visually impaired. We were able to acquire some assistive technology that would allow her to zoom in on artwork displayed on a computer so that she could better be able to make out details.
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Pedro Jarquin Posts: 6
3/30/2022
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Tandy Sibley wrote:
One way that technology was used in my art class for a student with autism was using the program Blender.This was something this one particular student could figure out and be successful with at his own pace.He seemed to enjoy the challenge during some parts and also seemed satisfied with repeating some of the steps over and over.He also enjoyed some drawing programs for the same reason.
I have never heard of this program, but it sounds like it would be beneficial for me to check it out. I have an autistic student in my class that could probably benefit from using it.
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Nancy Klark Posts: 14
4/2/2022
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Currently I have a student artist who is Developmentally Delayed. Due to challenging economic and guardianship issues, his home environment doesn't seem to provide the level of support and guidance needed to maximize his potential. A lack of home supervision results in the artist staying up many nights playing video games, and then unable to stay awake in our afternoon class. This young artist is very motivated by the digital drawing programs he can access on his school-provided iPad, but very unmotivated to participate in foundation-building skills in our 2-D Studio Art course. In conjunction with his Resource instructor, we've worked out a schedule that allows this artist to alternate between the traditional art projects we engage in and digital assignments more in line with his interests. It doesn't always solve the lethargy issue, but more often than not, this artist stays engaged in art-making activities.
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Nancy Klark Posts: 14
4/2/2022
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You have set a high bar in terms of connecting with your student artist! Your efforts to connect with her may be first steps on her journey to achieve more open communicative skills.
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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brenda bush Posts: 2
4/15/2022
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In my secondary painting, drawing, and photography courses I have had many students with disabilities. The most successful student was a child with MS. We ordered adaptive equipment for him to use his mouse in the photography class and a tool for holding markers in his drawing class. He ended up creating the most fabulous artworks!!! Not only was he a happy child, but his mother was overly excited about the progress that he made and how positive his experience was.
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Sara Chambers Posts: 4
4/16/2022
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I had a student who had an intellectual disability in high school. He could not speak or write. I found out he could make lines on his paper but not with any kind of control and he enjoyed doing it. After seeing him make lines everyday on his paper--I ended up with making stiff paper templates of simple shapes, pictures for holidays and letters for some simple words, such as his name or something/idea/task we were working on in class that day. ex line, form, color.... He could make marks on his paper so I would give him different materials he could use paint, markers, chalk and depending on what the rest were using that day with the templates to keep the marks contained. He had a full time helper who could help with focus so it went well. I believe he enjoyed the activites and helped with doing something along with the rest of the class that was related to our projects. The other kids in class loved seeing what he would do and I could clarify with simple words from his work what they were doing in theirs
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Michelle Doriah Posts: 4
4/20/2022
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I had a student with ADHD and he has a difficult time paying attention and staying on task. I broke the project down to step by step procedures and gave him a step at a time and allowed him to stretch his legs between steps.
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Michelle Doriah Posts: 4
4/20/2022
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brenda bush wrote:
In my secondary painting, drawing, and photography courses I have had many students with disabilities. The most successful student was a child with MS. We ordered adaptive equipment for him to use his mouse in the photography class and a tool for holding markers in his drawing class. He ended up creating the most fabulous artworks!!! Not only was he a happy child, but his mother was overly excited about the progress that he made and how positive his experience was.
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Adam Zondor Posts: 3
4/20/2022
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I have taught numerous adaptive art courses for ASD students. Their disability affected their learning in numerous ways. What always is most apparent was how the disability affected fine motor functioning for hands on activities limiting the learners' ability to use traditional art tools and mediums such as scissors, paint brushes, or pencils. Most instruction for these students hand to be done hand over hand.
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Alisha Flag Posts: 2
4/20/2022
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To assist students with disabilities I have used graphic organizers to help with class assignments. The organizers were used for a variety of reasons. They are great for visualization, comprehension, problem and solutions.
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Lisa Pearce Posts: 1
4/28/2022
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I have had both visually disabled and deaf students in my classroom- I was able to use ZOOM to help with their understanding of the topics required and testing.
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Karen Porter Posts: 4
5/9/2022
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Prior to teaching art, I taught Intensive Reading. I had a student with autism and he loved to read. He was brilliant and consistency, organization and structure were essential for him to thrive. He had a specific corner of the room where he kept his daily materials. He and I communicated weekly using a planner he has become accustomed to two years prior to being in my class. He would become overwhelmed with collaborative group work tasks but over time I learned that he blossomed in smaller group setting of 2 or 3.
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Scott Tilbury Posts: 4
5/22/2022
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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 recently had a student with an Orthopedic Impairment (OI), specifically neuromuscular, in my 3D arts class where we were creating work with clay. He would become incredibly frustrated when he was working with his clay assignment and then suddenly have an involuntary tension of muscles throughout half his body, mainly locking in place, causing him to sometimes drop his artwork on his desk or for example disrupt his decorative process on the piece. We worked together to come up with a solution, having him seated in front of my desk with one of his peers becoming his collaborative partner and it was simply a case of being aware he was having a difficulty mid way through his creative process and either myself or his peer stabilizing his artwork or repositioning to ensure he wouldn't get frustrated having to start again.
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Scott Tilbury Posts: 4
5/22/2022
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Jacob Trew wrote:
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.
I find this strategy to be very successful myself, breaking the assignment down into certain mini checklist portions. They are far less overwhelmed this way, instead of dwelling on the requirement of the finished product and at times talking themselves out of even beginning in the first place.
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Anthony Kopp Posts: 3
5/23/2022
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I had a student in digital art class who had developmental delays and was not able to process or retain the many steps it took to use a complex program like photoshop. She was very creative and liked to come up with her own character designs so I modified her lessons to focus on repeating the tasks of turning her physically drawn characters into digital files that she would then paint in photoshop. The repetition of the task and the steps involved allowed her to become fluent in the process to the point where she could do them on her own with minor interventions from me, but it also kept her interest because she could challenge herself with more complex character designs as she vacate more confident with her digital painting skills.
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Jennifer Allinson Posts: 3
5/26/2022
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I am actually a teacher of American Sign Langauge in high school and most of my students are hearing. They select my class as a world language credit. And obviously, it is a visual language. I had a student 2 years ago who was slowly going Deaf from Meniere's disease. She wore hearing aids and could lip read. But no one in her home signed and she was a beginner. I wore a microphone that used Bluetooth technology and it went directly in to her hearing aids so she was better able to hear me over the classroom noise. She later decided to have cochlear implant surgery and speech therapy. I used closed captioning on all videos and emailed her all of my PowerPoints for study purposes.
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Sherri Hart Posts: 6
5/29/2022
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It seems my most challenging students have been the ones that were easily distracted. Whether they had been given the label ADHD or not, some of them would admit to me that they were given medication before they entered my class. So being mindful of this, every day with them was different.
On the (bad days) or days that were harder for them to pay attention, I would have to show great patience, kindness and understanding yet still expect them to follow class expectations which included being respectful of everyone in the class.....including themselves. When giving my lessons, I loved using the large projector to sort of reel them in visually,I along with speaking loudly and with excitement. I found that simply changing the tone in my voice could capture them and many times my lessons included student participation. When I would notice a child off task I would call on them to join in and participate.
I always tried to make it a positive thing. I always tried to get my kids to smile. I never was forceful rather I always tried to think of creative ways to engage them. I remembered reading somewhere that people retain more when they are stress free and happy. That is why it was so important to get to know each of my kids.
I never though my brain would be able to remember each one of them on an individual basis....but it did.
It was my most challenging students that I would choose as my "helpers."
Giving them tasks and responsibilities was empowering and made them feel like they were important, and it helped create a passion in them to continue.
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Sherri Hart Posts: 6
5/29/2022
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Jennifer Abney wrote:
I previously taught a student who was deaf. He signed up to take both my drawing and painting class. This student had the help of an interpreter, in addition to my written instructions and additional/private demonstrations. Because painting and drawing are so visual, this student easily understood assignment expectations and created several outstanding projects. By watching me, and then observing his fellow classmates, he understood what to do, and what not to do. I would communicate with him via hand signals (thumbs up sign), facial expressions (smile), and limited sign-language signs (thank you, you're welcome) I learned from his interpreter.
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