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Kris Campbell Posts: 8
8/6/2023
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I had a student last year with Autism and ADHD. I was able to adjust projects to involve his specific interests so that he was more engaged and less distracted. For example when animating a person in motion, while most students chose reference video of real people doing sports, dance, gymnastics, etc., I allowed him to animate from a scene from Star Wars (his specific interests) of a light saber fight. This made him more interested and more determined to stick with the project that by the nature of the medium can get tedious.
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Kris Campbell
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Alima Newton Posts: 3
8/8/2023
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My student Gabriel is amazing. He is kind, thoughtful and creative and also has Autism. In my crowded art class, he stood out in both wonderful and challenging ways. He is very focused on his preferred subjects (wrestlers and video game characters), and would tune out any instruction that was not focused on those things, so was often not successful. This required me to have to reteach everything to him one on one, which was almost impossible in a class of 48 students. He would then get very disappointed and loudly complain about how "bad" his art was. At the same time, I saw that he was one of the most excited creative and motivated artists in the class and was driven by a desire to be successful and get praise. In the beginning of the year I tried sitting him up front and prompting him with each step whenever i was teaching a new skill. This did not work and created a negative cycle between us. He still tuned me out and grew more frustrated that his artwork was not "the best". So I began including him in the teaching of the skill; he would introduce the materials, read the Powerpoint about the history of the subject/materials to the class, hand out supplies and help me create examples. This helped him expand his knowledge, use the materials and practice the skills up front. He eventually became my classroom assistant, his work improved and he was able to be successful (and get praised!).
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Ian C Wiskoff Posts: 7
8/16/2023
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I had a student who was on the spectrum, but highly functioning. However, like others with this disorder, he had a very hard time when things would change (routines, placement of materials, etc.). What ended up happening is that he would become so anxious and uncomfortable due to things being moved that he would lose his focus and start muttering under his breath about how he could not stand the way things kept moving around. So, what I decided to do was "promote" him to "studio manager". It was his job to make sure that all materials were properly stored and help carry supplies to and from the different tables.In less than a week he was a changed person. He knew that even though things would be moved around in class, he could put them back to where they belonged. This gave him peace of mind, and enabled him to focus again- the kid was a startlingly good artist, and the responsibilities I trusted him with gave him the emotional support he needed to have an really successful year.
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Brittany Williams Posts: 3
8/17/2023
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I have 3 students in class right now with dyslexia. Because we're a computer-based course, they use internet browser add-ons to have the lessons read to them. They can also take their own notes using text-to-speech add-ons and applications. When we discuss artwork, I make sure anything written is read to them and check back for understanding, as needed.
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Sarah Ober-Rettig Posts: 3
9/15/2023
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I have a student who is hard of hearing and relies on a hearing aid. In order to accommodate this student and students who may have undocumented hearing difficulties I use a classroom microphone and speaker system. I also provide lots of visual aids at the desks as well as digital slides for students to access through their school accounts. Often the slides will provide how to videos with the option of closed captions. Students are able to access these videos both in class and at home for review.
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Alfredo Pichardo Posts: 2
9/21/2023
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I have a visually impaired student in my Television Production class where we extensively use computers for various projects. While he can adjust the font size on the computer through the Windows settings, he struggles with using the editing software, Premiere Pro. Fortunately, I was able to modify the software's font size using a workaround, allowing him to comfortably read it without needing to sit too close to the monitor. This greatly pleased me as it was my first experience teaching a visually impaired student, and I am glad that this adjustment has greatly assisted him.
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Sophia Belzeski Posts: 1
10/11/2023
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For the first time in my career, I have a student with Down Syndrome. His disability totally affects his performance and I can't seem to encourage him to work. He doesn't cause any disruptions usually, only occasionally, but he doesn't participate either. He sees others working and when I approach him he is rather unresponsive. I have brought him supplies and all the tools he needs to complete the assignments. His inability to communicate well verbally leaves me at a loss. His case worker did not have any solid advice.
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Amanda Fleming Posts: 3
11/9/2023
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I have numerous students with various disabilities in my classes. SH is a student with various disabilities, but most are emotional due to past trauma. This student is also ADHD. I've found that allowing this student to sit at the bar alone to work is very efficient. I also allow this student to stand while working. This student also gets paranoid a lot so I constantly reassure him that no one is talking about him. I've managed to keep him in the classroom for most class periods. He typically walks out of every class, but modifying lessons to keep him interested is also a big help.
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Kezia Laberis Posts: 4
11/16/2023
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I have a student who is ADHD and Autistic. I have the following accommodations: student sitting close to my desk, as well as model through hands-on teaching, sitting in a group setting so students can assist and work together, allow creative interpretation based on his own interpretation, allow additional time to process material and information, give out directions ahead of time and also on google classroom to allow time for more learning, and use the table as support for help in clarification of material and/or missing information.
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Ian C Wiskoff Posts: 7
11/16/2023
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I had been working with a student that is categorized as EBD. I will be honest, I had a very hard time trying to keep him calm and focused with the other students without having an emotional reaction to some stressors, which I had no idea about. We came upon the unit discussing impressionism, and I happened to show the image "The Scream" by Munch. This child could not stop asking how that picture shows the way he feels most of the time. Very angry, anxious, and feelings of paranoia. I decided that he will be given a differentiated lesson, and encouraged him to use specific colors and expressions to let me know how he was feeling on a particular day. After awhile, I would ask him how he was doing, and he would reply that he was either blue ( calm), red (angry), yellow (anxious), or green ( nervous). He chose these colors without any previous discussion about the relationships between color and emotive expression. He is in another class now, but his gen. ed. teachers tell me that he strictly follows his mood colors, which gives them a heads up on how to interact with him on a given day. I am really proud of his ability to recognize that he can communicate visually, and has become a more mellowed kid in classes now because he can immediately express himself without having to do it verbally, which he did not like to do ( I think it made him feel interrogated).
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Shannon Furst Posts: 3
11/22/2023
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I had a student with Down Syndrome that is mostly nonverbal. His motor skills were poor and his drawing ability was mostly schematic and scribble stage. He was enrolled in a high school ceramics class, so I modified the curriculum to meet his needs. The students were making plate an mug sets with sgraffito designs which required sensitive touch and drawing skills. As a modification, he created nesting dishes with texture. He was able to learn to roll out slabs and use templates to cut out the shape for the nesting dishes. Then he chose from a variety of texture rollers to make a desired design on the slabs. The edges of the plates were bent and scored. Sometimes he needed hand-over-hand instruction to practice the scoring of the clay. He used paint brushes with larger grips to apply slip and also the glaze. He was proud of the three nesting dishes. By making three dishes instead of one, he was able to gain confidence and some independence by the end of the assignment.
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Justin McAllister Posts: 3
2/19/2024
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A few years back I had a student that was autistic and deaf, presenting a few unique challenges. A sign language interpreter was assigned to the student throughout the day to assist with communication. I quickly learned that the rate in which I delivered my instructions needed to accommodate time for the interpreter to relay the information and ask any questions. My instructions also needed to be clear and concise. Step-by-step guides were also provided for the student to take home to help clarify the process when an interpreter was not an option. The student’s family did not own a computer, so email was not an option. Time management also needed to be adjusted to allow more one-on-one time with the student.
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Justin B McAllister
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Brandi Snodgrass Posts: 6
2/24/2024
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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 currently have a student who is in our VE classes. She was in gen ed the first 3 years of her schooling and she is thriving now that she is in the contained classroom. However, because it is smaller class and she has more creative freedom this has posed a challenge in her art projects where she is getting so into her creating that she is not following directions. I try to check in with her frequently and explain what our goals are and anything extra we can add later. This is because often times she add something and then it will have to be covered for the next part of the project so she will get upset. I try to give her as much personal choice and flexibility with that as I can. I also have to be sure to notify and support her when it is time to go. Often times she gets upset if she can't finish the task that day. I allow my students to place their work in the drawer so that they can pick up where they left off upon returning. Notifying her with plenty of time, has greatly decreased the amount of frustration she encounters.
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Kimberly Jokerst Posts: 2
3/17/2024
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Administrator wrote:
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.
A student of mine has tremors due to a birth defect where he was born very early and has some problems with his motor functions. Drawing is difficult for him as well as using scissors or any other item that requires a steady hand. When it comes to drawing something I tell him do the best you can and I'll help you tweak it when you're done. For scissor use I partner him up with a student who can help so he doesn't shake with the scissors or any other sharp object.
The best practice I've found is to give him an assignment on the computer. He loves being on the computer because pressing buttons is much easier for him to do than holding a pencil steady. There are many online resources such as Blooket, Google slides and Nearpod that allow me to give him instruction and activities in a way that he is more capable of doing without getting frustrated that he's taking longer than he wants to or he slipped so It doesn't look right to him. When he's working on the computer to do research and make a presentation in Google slides he can do exactly what all the other students can do and it gives him more confidence.
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Rachael Pongetti Posts: 1
3/24/2024
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A student in Drawing 1 has difficulty not progressing back to the earlier drawing methods. I show and remind her how to hold a pencil to get a different result. She goes right to work after instruction, but I found she doesn't follow the directions when it comes to pencil pressure. Once I get next to her and watch her she then can adapt I have to show her one on one. The video, talking, and demonstrating doesn't work unless I do the one one
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Katherine Avra Posts: 4
7/9/2024
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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 a disability.
Many of our students use tech to support their learning. This includes students with unique learning conditions. In my room I have used digital drawing tablets and pencils to support students on the Autism Spectrum. Students have come with these elements, have asked for the elements, or were provided after a needs assessments. For students, tech offers a level of control, immediacy, fluidity, and correction with sometimes easier application than traditional media. I also use light tables for tracing, canvas, nearpod, flipgrid, google slides, powerpoint live, and teams to increase individualized approaches to meeting all students where they are with what they need. I record my teaching, use a swivl, and post my sketchnotes (visual note-taking) as I make them and the completed version.
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Katherine Avra Posts: 4
7/9/2024
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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 had a student middle through high school with Autism Spectrum Disorder. To watch him develop and practice social cues and cooping was important and meaningful. In my middle school room, this student had difficulties with transitions, non-preferred activities, materials, or projects. He had difficulty communicating with peers and sharing. In high school, we worked on his peer communication skills, voicing his needs appropriately, sharing, taking turns, and cooping with stress and change. He adapted to a very large high school setting and was able to progress into LRE.
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