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Sherri Hart Posts: 6
5/29/2022
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I believe that many times we actually learn from our students as well!
So wonderful you started learning sign to communicate and step directly into your students world!
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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Sherri Hart Posts: 6
5/29/2022
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*Describe how fine arts educators can use state and federal laws to advocate for the inclusion of students with disabilities.
Teachers so this by collaborating and co-teaching with specialists in the field of Special Education. They can share knowledge gained in the classroom to help create supports and goals for the student. They can find out what the students specific needs are and should be able to use government funding to purchase materials...etc that will aid and assist their student in the classroom.
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Sherri Hart Posts: 6
5/30/2022
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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 the disability.
I used my smart board to introduce numerous lessons along with power point presentations.
The smart board had large visuals that helped my learners with visual impairments to see the material. I was also able to adjust the volume to meet the need of my learners that were hard of hearing. I found that I could also incorporate some hands on practice as well to capture my learners that had ADHD...I would call them to the from to use the marker to draw or answer questions. The entire class loved the smart board technology!
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Sherri Hart Posts: 6
5/30/2022
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Describe an example of an adaptive assessment you have successfully used in the fine arts classroom for students with disabilities.
Most of my final art assessments are final projects. I use rubrics with the final projects as a means for the student to communicate to me their process and what they have learned on a personal level. The rubrics are always the same which helps create stability and safety for kids with disabilities and it allows for students to self reflect. Every student is graded to their own unique ability and personal improvement.
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Georgene Joyner Posts: 1
6/6/2022
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I have worked with students with disabilities in a self contained setting. Each assignment I have as it relates to visual arts must be highly structured and adapted to meet the needs of each individual student. For instance, students with physical impairments benefit from adapted paint brushes to create their art. Many of the students need step by step visual directions and/or modeling of tasks. I think it is important for me as a fine arts teacher to recognize a student's present level of performance as well as likes and dislikes. This can be found in the student's IEP. This will allow me to appropriately differentiate to maximize student engagement.
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A Thompson Posts: 1
6/13/2022
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This was my first year teaching, and coming in, in the middle of the school year with no experience dealing with students with disabilities, I had to learn how to teach them mostly from the students themselves. I had students with ASD, SI, and IND in the same classroom without help. Their disabilities affected a lot of their learning, and I had to adapt and make the project easier for them to do. I would let them have creative freedom to make whatever they wanted. A lot of the time, their projects came out better than the rest of the class.
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lisa akers Posts: 3
6/25/2022
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I teach middle school Visual Arts, Studio Arts, Pre-Ap Art, and Digital Arts, and can have anywhere from 26 to 40 students in a given class, with 6 classes at 45 minutes. There can be students with varying disabilities, behavior specialties, ASD, ADHD/ADD, Gifted, medical, etc. Every student is unique and special. This year we had many classes filled with anxiety issues, students who were exploring gender, curious about gender, and confused about choosing gender. A wonderful tool that we utilize in art, is the art journal and this has allowed the students to thrive and really explore freely who they are, and experiment and collaborate with their table mates and friends. Usually, if a student is experiencing any kind of sense of seeing things differently or issues with understanding and clarification, working in teams or tables has really brought out the best of all students to be able to scaffold, chunk, and collaborate their learning strategies, understanding and desire to pair and share what they know and have learned. Allowing students with ADHD/ or ADD to work in teams is wonderful for giving leadership and responsibility and allowing freedom of movement and choice to help others and to explore their own creativity, and individual ideas, and giving them movement to stimulate them.
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+1
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Candyce Nelson Posts: 2
7/8/2022
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I had a student with a hearing impairment. Their hearing loss was moderate, but it made it difficult for them to participate in discussion and understand instruction. We used assistive technology in the form of an FM that connected to the student’s hearing aid. I would wear this at all times during the class to ensure the student could hear me from any point in the room.
I also sat this student toward the front of the room where I do my demonstrations and presentations. In addition, I ensured that the student was seated with a partner they were comfortable with who would help with any information the student may have missed. Directions were written on the board clearly and Concisely, focusing only on important information so that it can be referenced at any point during the lesson.
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Felicia Brooks Posts: 1
7/8/2022
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Before Covid, a student who had an Orthopedic Impairment was apart of my art class. They were the happiest kid in the class most days. They used a walker, I called their "boo-thang," to navigate around and had limited mobility with their hands. I recall an art activity with them working in clay to create a pinch pot. We used tools that assisted their hands in molding the clay. If they didn't like what they made, I would make the restart process silly by having them stand up, holding the table with one hand to keep balance and throw the clay on the table with their other hand multiple times to get any air bubbles out and have them tell the clay who is boss. "I'm the boss!" they would exclaim. Then they would restart. Other students were designated to assist if asked they asked for help as well. In the end, I think they enjoyed the kinesthetic learning with clay over other materials in the art class.
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Jan Johnson Posts: 3
7/27/2022
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I have taught secondary classes with student who has and emotional disability. At times, behavioral issues became disruptive to the student as well as the classroom. The behavior could keep the student (and others) off-task and unable to engage positively in the learning experience. My response as a teacher varied based on the specific situation. I noticed that academically, the student might actually do well when a task or learning opportunity was completed. Using de-escalating techniques, anticipating triggers, as well as keeping the student challenged but not frustrated, and engaged were helpful.
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Lisa Kraus Posts: 3
7/31/2022
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I have had several students in my secondary classes that have disabilities. I have had several students with visual impairments, for one this meant that he was unable to participate in lessons about color so he was given alternate things to work on. One of the students I had was very self-conscious about the fact she needed enlarged print, and she would refuse to bring her enlarged text book. To help her I provided everyone with copies and gave her an enlarged version that wasn't obvious to everyone else.
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Tami Posts: 3
8/1/2022
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I had a student with Autism last year. He would often yell out of frustration while working on projects. After discussing this with his Mom and counselor we determined that when he felt too frustrated he would take a walk down the hall and calm down. Then upon returning he would ask a buddy student for help. He would take many walks in the beginning of this intervention being implemented, but as the year continued he left the classroom less times and did not shout out his frustrations. His behavior manager helped him find ways to dealing with frustration.
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Kathryn Calderon Posts: 3
8/14/2022
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I had a student with Autism during my first year of teaching. He would often get distracted by a game on his phone and become hyper-focused on that instead of his project. To work through this, I had him sit closer to me so I could help redirect him. We would have him work for 10 minutes on his project and then five minutes to be on his phone. We kept this up and it helped him to stay on task because he would get a brain break.
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yin ling Rogers Posts: 3
8/15/2022
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I have a twin brother who are classfied in the group of deafness. They were attending the Photography class with me. They are quiet. I have provided speech to text function in their personal computers. I provided graphic examples or illustration for describing the terminology in the course. I also use the provide the equippments - camera -for them to explore during the lecture Students were able to follow to steps and manage to complete the assignment. I allowed them use essay to express their thoughts behind their photos or the special skills that they has employed in the assignment. The learning process for these students are sucessful. They have employed some special angles in presenting their Photography projects
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Heather Pascoa Posts: 1
8/17/2022
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As support staff, I can help our fine arts teachers by ensuring that they have the supplies needed to differentiate instruction among all of their students. I can also help them with planning and co-teaching with the ESE instructional staff.
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Rachel Peek Posts: 3
8/21/2022
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I have encountered a few students with Autism. Some of them really enjoyed art and some did not. However, with all cases, I had to see what type of art resonated with them the most. For example, I had one student last year with amazing creativity but would get frustrated with mistakes and wanted everything to be 'perfect'. Once I introduced them to digital art, they were amazed with it and gravitated to it because they could simply 'undo' a mistake and make perfectly straight lines and such. For other students with Autism, I made sure to understand their interests and apply them to lessons and assignments to ensure that they would stay on task and actually want to be in my class. Some of them used art to show their emotions properly or release negative emotions.
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Jonathon Huffman Posts: 1
9/2/2022
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I have one student currently enrolled in my class, that only has one arm. It can be challenging to that student to complete work. One way that I assist that student is by typing their paper to the table so that it stays in one place and they can focus on the drawing/painting without having to worry about the paper. My student works very hard and never complains about their situation.
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marjorie mcgowin Posts: 3
9/5/2022
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Had a student and his brother that both were Autism Spectrum Disorder. The older bother could not stand to have anything on his hands which made teaching hand building in ceramics difficult. He had to wash his hands frequently during class. I would permit this activity but had to water down the hand soap to keep up with his needs. He was given extra time to complete his assignments and he often worked with clay that I would consider to dry for myself but worked better for him because it did not feel like his hands were in need of washing. On days that he was having problems focusing he would sharpen the classroom pencils. This was an activity that calmed him and brought him personal satisfaction. The younger brother was more interactive with his environment and his fellow students. He need regular encouragement of finish his art work. He was concerned with his work being perfect. This meant you had to remind him that the world was not perfect so, a smug or misplace line was not the end of the world. I would have to come up some suggestion that he could try to make it look better to him. There were times I would have to except uncompleted work from him because he just could not get past the mistake. Like his brother he did not like anything to be on his hands so he was given to permission to go wash his hands in the studio when needed.
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Amy Ashley Posts: 1
9/7/2022
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I have many ESE students with severe disabilities in my 5th period along with many other students for a total of 37 middle school visual arts students. There are many strategies that I employ to reach every child in the class at their level. One of them is by placing students in peer buddy groups. This is done after the first few weeks of class when we have done team building activities and everyone has built a rapport with one another. The entire class becomes a family and all works together, encouraging each other.
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Olivia Clancy Posts: 3
9/8/2022
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As a resource teacher, I have extremely large classes. My classes are inclusive- so I have students with ADHD, Autism, and behavioral disorders and more along with students with no disabilities. I try to incorporate their interests as much as I can to engage them, along with technology, and instructional blocking. I try to keep my lessons simple, but have several tiers of challenges for a wide range of abilities. I also have a "standing table" that's taller than all the rest in my classroom. Some students really enjoy getting to stand while they work and it helps my more hyperactive students stay focused.
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