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Sarah C Lindsey Posts: 2
1/24/2023
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Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
I had a student with severe emotional disregulation and ADHD. He had a hard time listening to the lesson and regulating his disappointment and frustration. So, his disability affected the learning of not just him, but everyone else in the class. I sat him at a table with one other student who had a positive relationship with him and who was in his class the year before so he felt safe. I also made a First, Then board so he could work to earn a break. It seemed to be working, but then the parents pulled him and he went to another school.
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Annika Dean Posts: 3
1/25/2023
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I use a smart board in art class. I prepare google slideshows for students with numerous visual examples depicting the directions. I always provide a lot of references for inspiration. I use mnemonic tools to memorize the elements of art: SLCTVFS: Salt Lake City TV For Sale=Shape, Line, Color, Texture, Value, Form, Space. I have a very talented student that gets very emotional in class. That is part of her disability, regulating her emotions. I have an area in my classroom where students can go and sit and calm down before she's ready to return to her table. There is a Buddha Board there where they can paint with a brush and the images disappear when they dry. It is all about staying in the moment and relaxing.
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Annika Dean Posts: 3
1/25/2023
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I have had several students that have emotional disabilities. They get overwhelmed either socially interacting with others at their table or occasionally with the frustrations of a difficult assignment. I have an area in my classroom where they can go to relax when they are feeling upset. After they calm down, we resolve whatever is frustrating them. One of them told me she hates it whenever we do origami. I have grouped that student with a friend that helps her when we are folding. I also make sure that I check her progress step by step before moving on with instructions. I have to make sure I'm going at an appropriate pace or come back and spend one-on-one time with her while doing origami. Sometimes, I give students the choice of level of difficulty in origami projects. Beginner or intermediate.
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Carina Conaway Posts: 3
2/2/2023
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I have had several students with multiple types of disabilities, but one I can think of in particular is a student who had an autism spectrum disorder which enabled his ability to communicate fully and/or create the class assignments to the same level of difficulty as the class he was in, but to help with this I have him work with his fellow peers in class and complete "group" projects. He gets assistance and learns how to work with others, while having the opportunity to engage and do as well.
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jennifer s powers Posts: 3
2/4/2023
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I too have had a variety of students with disabilities. But, perhaps the most interesting were 2 students in the same class period. One had dexterity issues which for a hands on curriculum presented a challenge. The other was introduced as blind. She needed another student to walk to each class an extremely large printed reading materials but could tell light from dark. I felt our most successful assignment was one in which they chose to sit together while most other students worked individually. The assignment was to create an animal filled with Zentangles (various detailed patterns). I introduced the technique of curling cut pieces of colored paper,curling it around a pencil and gluing it to a flat sheet of paper. They had a ball. They agreed that the visually impared student would take it home so she could touch it and I copied and laminated it for the other student. When I asked each what they had created I got 2 different answers. One said it was a fish. The other student said it was a bird. They agreed that that was funny and it opened a discussion about art and interpretation. Other students were involved it the debate and many saw the fish while others, the bird. We all had a great time and lerned a great deal about people and Art.
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Andrew Bowen Posts: 3
2/5/2023
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I have had a number of students throughout the years with autism at the high school level. One would become extremely emotional if he did not receive a score on a project or test that he liked. In the beginning, he would sometimes throw himself on the floor and cry and slap the ground in this situation. After talking with him (and having some compassionate other students in the class who were able to help calm him down), we were able to minimize and eventually eliminate these outbursts once he understood that there were plenty other grades to go in and that one grade wasn't going to sink his whole GPA. I taught him for four years in total and watched him go on to do well in college.
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emily kyle Posts: 20
2/16/2023
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I work in an environment where there are many students with varied disorders. To work out a plan for learning requires lots of "trials and errors". It is not only rewarding but fascinating when I am able to open a door of learning for any of them. One of my students was a blind student around 7 years of age. He could not concentrate long enough for any learning to occur and would chatter (talk) on and on which further interfered with his learning. I hit upon the idea of fastening a very large button to the top of his desk and when he would push that button a small fan, off to the side of where he sat would turn on and gently blow wind across his face for about a minute then the fan would turn itself off. The student could turn that fan on as many times as he wanted throughout the day. It was amazing to see how quiet he became while engaged in this small gesture which, in turn, allowed for learning to happen. A very small but very effective tool for this beautiful student.
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emily kyle Posts: 20
2/16/2023
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A few years ago, I had a student who has severe ADHD. He could not sit for any length of time and could not remember what his task was when he got up out of his seat. The first thing that I did was to give him several different places throughout the room that he could sit without repercussions. This gave him the flexibility he needed to concentrate a bit more. I also gave him "jobs" that had to be done everyday. Pass out papers, sweep the floor after lunch, make sure all cabinets and doors were closed, etc. This gave him the chance to remember day to day tasks. Remembering tasks gave him a definite boost of confidence which in turn gave him the courage to learn new tasks to accomplish.
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Stacey Strell Posts: 4
3/4/2023
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I have a student who is on the Autistic Spectrum. He is bright, sweet, and funny. He is verbal with others about what he considers to be his difficulties. I provided an assignment for ALL students to present their gifts and talents to the class. He was reluctant at first, but with a clear rubric broken into daily goals for completion, each day his confidence built. He was seated with a peer partner for assistance if needed. I went over all of his slides with him ahead of time to ensure it was following the rubric, but also to help him practice reading his slides. I had set the stage for how he would be presenting by modeling and having other students go before him. I made sure that every time I saw him in my class or in the hallway the week prior, I expressed my excitement for learning about his gifts and talents. When it was time for him to present to the class, he was so excited. Our ESE teacher was in the classroom for support during his presentation. All students had audience expectations given to them prior to presenting. He also had a peer with him for support at the front of the class. He was a bit nervous at first, but he was awesome! In his presentation, he stated, "I do my talent for myself, and I just want to be accepted for who I am." When he was finished, the students gave him a deserved standing ovation. Just in the past week, he shared another talent with the class!
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Stacey Strell Posts: 4
3/4/2023
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Regarding the situation that I shared, the student I spoke about had difficulties expressing his thoughts and relating to his peers.
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Lauren Rosa Posts: 4
3/13/2023
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Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
I had a wheelchair bound student years ago who was Specific Learning Disabled and Orthopedic Impaired. He was in my Ceramics class and his disabilities prevented him from doing many of the ceramic handbuilding techniques. We simplified his instruction and he worked on improving his hand-eye coordination using a clay to create coils. His para-professional and I worked to create modified activities related to the ceramics lesson like stamping into clay (impress technique), rolling clay to marbles for a marble ball bowl, and making different types of coils to be assembled. We also worked throughout the year with holding tools, so he could gain dexterity and help him learn the process of applique and attaching the coils together to create a coil pot.
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Jennifer Moore Posts: 3
3/18/2023
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I was teaching middle school art and the student when frustrated, would bang his head and yell and have difficulty follow multi step directions. We would help him through the steps, repeating and visually show each step and had visuals with written words I. Front of him. He had a buddy who would help him clarify directions. He had a wonderful sense of humor- when studying the parts of a clay pot he tried to tickle the belly.
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Nicole Carpenter Posts: 3
3/23/2023
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I had an OI student in a wheelchair who was in my photography classes. I had her in Photo 1- AP. I teach my photography class as a hybrid digital and traditional class. She had no issues in the classroom and working on the computers for the digital sections, but in the darkroom we had to made some changes to make it work for her. First, I got a mobile computer desk and I adjusted the height for her wheelchair - I then moved one of my enlargers onto it. This allowed her access to the machine and she was able to print the images. We always work in groups in the darkroom some one person actually puts the prints into the chemicals and another watches the time and calls for movement between the chemicals. This setup allowed her to be very successful in my classes and she made a beautiful AP portfolio in her senior year.
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Elizabeth Fortier Posts: 2
3/28/2023
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I had an autistic student who played the cello. He quickly established that he wouldn't be rushed into playing his pass-offs, so I asked him to lead the class on pass-off days. He enjoyed this very much and the class loved him. He learned his pieces quickly and well and offered helpful comments to his classmates.
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D. Fernandez Posts: 3
3/31/2023
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Thinking of a student I had with a hearing disability and on the Autism Spectrum. She was very sensitive to loud noises and would jump out of her seat if I was showing a video on the large Smartboard prior to my lecture. I believe that turning the light off was another contributing factor in her case. It was difficult for her to focus and it also interfered with the other students in the class. I had to make sure that I would show any 2-3 minute video of Artists before she came in to my class with her group of 10. The 10 would join my 40 and we would continue our lesson. I would then accommodate her, along with the rest of group by providing visual examples on their desks and reteaching what I discussed with the rest of class in a small group setting. This resulted in the best outcome for both groups.
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D. Fernandez Posts: 3
4/2/2023
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The two strategies that I would attempt to implement in my classroom would be the Peer Partners and the Cooperative Learning. I have a group of 10 and 40 students with 2 Paraprofessionals. The levels of their disabilities vary and I believe that it would be effective to use the Peer Partners with 4 or 5 of my small group students. Most of my lessons include the Art History along with the technique of each artist. Upon completion of a lesson (lecture) I will be able to pair up students with those students who are my "A" students and would love to have an opportunity to teach. I do have a group of students who are aspiring Teachers. This gives them a chance to gain experience in teaching. I would love to see the results from the student teaching as opposed to the Paraprofessional help. I believe this will be a win-win for everyone involved.
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Andrew Hoffman Posts: 3
4/3/2023
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ADHD seems to be the student disability I see in my middle school art classes the most. Having these students work with peers is a huge help. I keep supplies at one end of the room so students are able to get up and choose the supplies they need and bring supplies to the table for others to share. This allows them to get up and move about when necessary. The yelling across the classroom, not being able to focus on the task and distracting others from completing their work tends to be the greatest issues I have with these students. However, I find when I stand over their desks and demonstrate, or ask about their work, they tend to regain their focus and can complete a task. There are times when I've raised my voice but this is not a longterm solution. Engaging them in conversation and asking them to assist in the classroom helps to keep the motivation alive.
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Jennifer Gironda Posts: 3
4/5/2023
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My very first year of teaching I had a student that used a wheelchair and also had limited hand/arm use. I was so nervous, I wanted to make sure that he would enjoy class, and that I could modify projects for him as needed. He had a para that came with him, and my main issue ended up being to try and get the para to do less so that the artwork could be the students' creation- because the para enjoyed art too. I think the think that I learned is first not to assume, to let him show me what he could do and then make modifications as needed. I made sure to just always have one table that stayed raised up, with one chair moved to the side so that he always had a spot, and I tried to be mindful of how I set up materials, making sure that he could reach.
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John Aho Posts: 3
4/13/2023
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In the past I have had several students that did not have the fine motor skills to do some of my drawing assignments. So instead of having them work on 9” x 12” drawing paper I had them work on 18” x 24“ newsprint. By using larger paper, they were able to use larger hand and arm motions and still create a suitable drawing. I also would demonstrate to the students what could be accomplished with the use of larger arm movements, and that they could be successful in drawing. The students are usually very happy with the end results.
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Lisa Willman Posts: 4
4/13/2023
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In the past, I had a student who had a medical disability in which she was born without arms. Her level of functioning was amazing. However, for my art class, I made sure she had the devices that she needed to successfully complete the work. We had a small table that she could access with her feet. (She used her feet to draw/write) We used clips or tape to keep the paper from moving. Her work was very good and she enjoyed the opportunities to create artwork. She also had a paraprofessional to accompany her and assist with some needs.
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