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Ragen Carpenter Posts: 1
9/15/2022
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My first year of teaching middle school, I had a boy who had very short arms with some movement in his hands. He was confined to a wheel chair and had ticks that caused him to have his head placed into two, side supports that attached the back of his wheelchair. Due his arms were short and his hands wobbled uncontrollably, he could hold a pencil in his mouth and write short words. We were embracing painting and Van Gogh. We were experimenting with various subject matters and decided on the Sunflower Still-life. Working with a reliable parent, we were able to build him a tall, wooden table that stretched across the width of his wheel chair. The table was tall enough for him for him to reach with his mouth. This amazing young man placed the paintbrush into his mouth and due to the height of his new studio table...this boy painted (maybe even for the first time??).
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Jeanne Hayslip Posts: 8
9/21/2022
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Teaching high school art, a student with the physical disability of color blindness was not able to create a color chart. Teaming up in a cooperative learning group, the student adapted to the challenge of the project by mixing the colors shades and hues for the team chart. He and his classmates both benefited from the project in that they were able to understand how he saw color through discussions with him. They attempted to describe colors such as green and red and found that likewise challenging other than describing the colors as "grass" green and "flowerlike" red, which they realized were not clear explanation.
The same student found his visual disability beneficial when it enabled him to effortlessly engage in a follow up assignment which was to paint a still life using just one color, allowing only the mixture of white and black to show shadows, shape, and texture. Whether he used blue or red made little difference, although the students who could detect the full range of color were initially challenged when limited to one.
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L Matthews Posts: 3
9/30/2022
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Adapting a fun assignment for a visually impaired secondary student required much trust and communication among peers and teacher. Students were introduced to a specific drawing by a well known artist. This drawing represented a famous literary character and appeared to be stunningly created quickly in pen and ink. Through the use of verbal instruction the student was able to communicate their own vision to a peer classroom artist who drew as instructed, as best as they could understand. There was a lot of back and forth description and feedback. An admirable amount of trust developed between the classroom partners, resulting in a final project that successfully reached the learning goal sand more.
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Megan Welch Posts: 3
10/3/2022
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I have a student with ASD in a small classroom with a lot of students. While most enjoy the lively atmosphere in my classroom, this student struggles with the amount of sound and activity taking place. They have begun using headphones to muffle some of the sound in my classroom which helps them focus. I have found that this has helped the student stay focused on what they want to work on as opposed to reacting/being distracted by their environment. From what the student has expressed to me, it helped them feel less overwhelmed by our daily tasks in my art class and better able to manage their work. Another resource we use often is Schoology, which is where I post all of my student's assignments by unit. One simple addition has been adding the date range for each unit in the description box for each unit folder as well as a daily agenda with what tasks we will complete. This student has found this to be a tool in staying on task and remain focused on each step as they come to them.
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Beata Lieders Posts: 3
10/8/2022
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I have a student with sensory issues; she struggles touching the clay so I provide gloves for her. She was very nervous to first use them but once she built up the confidence and saw another peer trying the gloves (to encourage her) she was able to work with the clay. Since, she has found that she absolutely loves using the clay, comes in and works hard every day.
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Tami Wolf Posts: 4
10/21/2022
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I had a middle school student who was color blind. On painting days I labeled his painting palette with the names of the colors, and on days when we were using colored pencils or markers , I made sure he had the set that had the name of the color on the actual item. This is an accommodation for a known visual impairment. He would be unable to correctly place colors on the color wheel or identify complementary colors, etc. without this simple accommodation.
edited by Tami Wolf on 10/21/2022
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Terri Lynn Alexander Posts: 4
10/23/2022
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I'm curious of what the Blender program is and how it was used in your class with students with Autism, could you expand on this program since I teach a lot of students with Autism.
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Terri Lynn Alexander Posts: 4
10/23/2022
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As a teacher that teaches students with sever disabilities that affect their motor skills I have modified a lot of materials to make it easier for students to grasp and use. One thing I did was melt down a bunch of small crayons to make large crayons for students to grasp. I also use paint brushes that are equipped with bubble handles for students to be able to hold onto these large handle brushes.
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Tami Wolf Posts: 4
10/27/2022
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
Cubing: When learning about a particular artist or art style a student may choose to make a cube as a report and cover six areas Artists stats, famous works, style and other artists of the time period, favorite work mini reproduction and what it means to them or reminds them of, etc.
Venn Diagram: when comparing two different works and or styles or even 3 works 3 vases of flowers how are they alike how are they diifferent - collage, photograph, oil painting all colorful, all still life one uses cut paper and glue, one is a photo, one is a painting,
edited by Tami Wolf on 10/27/2022
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Anique Stubbs Posts: 3
10/28/2022
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I have multiple students in one class with ADHD. I provide the entire class with the lesson slides after they are presented to the class at the beginning of each project, for them to use as reference, however many students still come up asking is this good? What do I do now? How do I do that?
This affects their learning because they don't have a clear direction which they are taking their artwork -- their processes are seemingly disjointed, so they can't plan the big picture or think backwards, since they are taking one forward step at a time. I think it also affects their time-management, so when we get closer to finishing a project, they may rush because they used so much time at the beginning working out what to do next.
edited by Anique Stubbs on 10/28/2022
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Lori Patton Posts: 4
11/7/2022
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I have a student with difficulty in fine motor skills. When it comes to drawing or painting. I adjust the project so that the student can try a few different ways to allow them to succeed at the skill. It could be to try larger tools, brushes or pencils. Or it could even be to allow them to use cut materials and create a collage of the project. I try an gauge their emotional response to the choices and ask them how they would like to create for that day. Sometimes, they want to try the smaller tools first and then we can try other tools for the best fit for the student.
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Lori Patton Posts: 4
11/7/2022
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I have a student who has an emotional disturbance and she has difficulty completing art assignments. She very get defiant and refuses to work. She has a hard time trusting peers and adults. I allow her to complete small parts of the bigger project and sit with her and let her tell me stories or have conversation. I have noticed that she will get more of the project done when she feels that she can trust I care about what she is saying. I have even have her tell me about her color or pattern choices.
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Alan Mathison Posts: 3
12/5/2022
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I had a student with an ASD. I have a very small classroom with lots of students on computers which would overwhelm him. We set up a strategy to let him know when he was getting overwhelmed and needed a break outside the classroom. I also him up with some noise cancelling headphones that would also help block out the outside stimuli that would set him off.
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Raina Greening Posts: 1
12/18/2022
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I have a student with emotional & behavioral issues, I feel it is du to his lack of support in his home life when he is faced with many other challenges. For the most part in my class it is has been all about building trust, he is a wonderful artist but just lacks self confidence because no one has ever given him positive support. So we start small and build on that. I try to push a little more each day with small rewards through out the week. But you can see the light in his eye when he is praised. It is difficult because I kn ow there is so much more going on but trying to get him to use his art as an emotional outlet rather than physical anger. Tools, I have provided is sketchbooks, use of "special" pencils and supplies as well as allowing student to barrow books . I feel over time if more teachers could see past his hard exterior he can be more productive.
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LAURIE HOPPOCK Posts: 3
12/19/2022
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I had a student (graduated now), who had an autism diagnosis that came with a very rigid adherence to routines and his visual schedule for the day as well as affecting his ability to communicate verbally. He was very smart and loved art, but he needed individual attention and simple, broken down steps to learn new processes. Rather than rely on whole group instruction, I adjusted to first offer instruction to the table where he sat every day, then to individual instruction as needed. If he understood, he would tap my hand twice and start working, but if he got irritated those taps became repetitive hits. I learned a balance with him of a few simple instructions to get him started, then return to offer a few more steps. If I was able to offer a visual example of the task, he would work completely independently until a task was done. I think all of his teachers and our support team were astonished at what he could do once I broke down tasks and activities in this way. 
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Ashley Monks Posts: 3
1/11/2023
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- I had a student last year diagnosis was ASD. I would show an artistic process and then he would adapt to his own abilities. It was not quite what I was teaching, but he made it happen. He is an amazing artist who has an infatuation with a cartoon character and I adapted my lessons towards his interests. So he had personal barriers that if the style was detailed he would do what he could.
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La Toya Wilson Posts: 6
1/11/2023
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I had a student with ASD. The issues I encounter were sporadic vocal nuances during instruction time; however, once we begin group activity my students would join in with her classmates to the best of her ability. So you can say during each lesson we worked on vocalizing to improve vocal pitch and accuracy of melodic phrases for simple sol mi songs. She struggled with playing simple instrumental melodic passage using notation. Her improvisation skills were expectational for her age and made her happy. She had difficulty communicating what she wanted or to help herself only if she was taught like a toddler socially connect with others in her class. Things I did to make life better for her while learning was provided her with partner for learning. Provided a special space in the class room where she and her partner to learn, sing, dance and perform on instruments together so the her experience was enjoyable and that some type of evidence was taken to show evidence of growth.
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Andrew Sangas Posts: 4
1/12/2023
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Just realized I posted this in the wrong forum...
I currently have a student with a visual impairment. Since I teach Digital Video Technology, he has a hard time with the visual elements of my class such as observing a scene or an excerpt of a clip that I share with my class, or framing shots or certain types of camera angles. He also struggles with seeing the interface of our cameras because the items on the viewfinder (screen on side of camcorder) are very small and there really isn't a way to enlarge those things. Though I haven't figured out a way to solve the issues he is having with out cameras, I have encouraged him to enlarge texts from class readings and to also watch videos in full screen or sit up closer to the front of the room so that he may see these things better.
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Kathryn Swartz Posts: 3
1/21/2023
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I have a student with ASD. He gets distracted easily and sometimes bounces and rocks to refocus when he is over-stimulated. I have given preferential seating to be close to the front during group instruction and also allows for him to move when he needs to. He has a creative thought process and needs extra time to organize his thoughts to participate in class discussion or start a new artwork. I give him advanced notice to let him know what is coming up next. I present information and model techniques in small chunks so all students can follow, practice and experiment to meet standards and become proficient at their level. I am also able to offer more direct, step-by-step instruction when it is needed.
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Tami Posts: 3
1/23/2023
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My student with ASD is a junior in a painting 2 class. I have a highly motivated student that sits next to him to calm him down when he gets anxious about assignments. She explains expectations and directions over and over again. In exchange for her kindness and caring attitude I allow her to come here during her study hall. My ASD student is thrilled to have a caring peer helping him out.
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