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victor buttner Posts: 3
8/8/2018
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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 girl last year with cerebral palsy. She was wonderfully articulate and a fervent advocate for her fellow exceptional learners. She had some serious fine motor skill difficulty but was able to use a paint program on an IPAD. The device gave her the ability to correct as many times as she needed. I gave her feedback and assignments on that device that she was happy working on. Interacting with her opened my eyes to how much I had stereotyped her in the beginning of the year as having intellectual impairment that was commensurate with her physical disability.
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victor buttner Posts: 3
8/9/2018
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Two strategies Iv used for students with dissabilities are teired instruction and group instruction: Breaking douwn drawing tasks to simple shapes or starting a drawing and having the students do the color component. Group instructions allows higher functioning students to assist and explain more complex tasks to others. Those students who assist get a real charge out of contributing and teaching.
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victor buttner Posts: 3
8/9/2018
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One adapted assessment for an intellectually impaired student was to verbally reinterpret questions on a quiz to check their understanding of a subject or vocab. I simplified some of the most esoteric words to simpler terms.
Some accomodations for physically challenged students to use an I pad for differentiated drawing project. Directed reinforcement with the use of wet media went a long way to create a better finished product and help motor skills improve
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Betsy Haskins Posts: 3
9/5/2018
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I have many students with a wide variety of disabilities in my art room. I have a new student with autism and who has an intellectual handicap and he is one of my favorite students. I have to say I love all my students. I ask the aide and work closely with their head ESE teacher for support. I usually spend time with them talking and observing their motor skills and adapting the materials to meet their needs. They produce sooo much artwork its hard to keep up with them! I show my students where their supplies are and how to clean up. I sometimes ask others in the classroom to help and really try to build a community in the classroom by doing small short class and team activities.
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Shannon Campbell Posts: 1
10/19/2018
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Several years ago, I had a student who had complete hearing loss in one ear. To accommodate this student, I made sure that he was always sitting with his good ear facing towards me, or that I was on the side of his good ear when I addressed the class. When working with this student one-on-one, I made sure to sit on the side of the functioning ear so that he could better hear and understand me.
Unfortunately for this student, class discussions were often hard for him to keep up with and he spent a lot of time swiveling his head to catch what was being said. But he compensated well and was not afraid to ask someone to repeat themselves if he felt he missed something imperative to the conversation.
edited by Shannon Campbell on 10/19/2018
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Scott Whipple Posts: 5
11/5/2018
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As an art teacher with students of varying abilities and many with learning disabilities, the use of MTSS is a necessity on a daily basis in many classes. I differentiate instruction, not by assigning seperate and different assignments, but by allowing each student to express themselves as freely and effectively as possible by giving them the supports that they need. My students are grouped into work tables that accomodate three and I encourage the sudents to help each other to supplement the one on one instruction that I give to the students that require additional help. I also currently have a student with a hearing impairment and I spend time with him to repeat instructions close to his ear. I keep the content tthe same as much as possible but will change up the process for learning to assist those students who need flexible learning styles.
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Scott Whipple
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Scott Whipple Posts: 5
11/5/2018
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I have had students with autism that has required additional scaffolds and supports to successfully complete visual arts lessons. I have used MTSS, Tiers 1 and 2 for those students needing more focused, targeted instruction. This allows for the students to do the same assignment as the rest of the class. Art is a naturally differentiated subject in that students can use their abilities as best as they can to express themselves. Additionally, I have used the principals of universal design, Principles I, II and III to provide multiple means of action, representation and expression. This promotes inclusion in the most diverse class of learners in the visual arts.
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Scott Whipple
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Kathleen Tracey Posts: 4
11/25/2018
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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.
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Kathleen Tracey Posts: 4
11/25/2018
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I had a visually impaired student in my 2D 1 art course. She could only see shadows and used a special screen to see shapes. In the class with her where 32 other non visually impaired students with a variety of learning challenges. I placed the visually impaired student with two students who where willing to be her buddy and help her with directions, projects etc. I constantly circulated and assisted her as much as possible. She was also constantly absent from school which added another difficulty to the situation. I was in contact with her mom throughout her time in the course. It was a challenge to give her the attention she needed while maintaining a safe and controlled learning environment for the other 32 students.
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Angela Amos Posts: 3
11/26/2018
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I currently have a student with severe arthritis. We have developed a plan for her to use her phone to record any lectures and to take photos of the presentations and notes provided in class. I also make sure to post the notes and links to presentations in the Google classroom for not only her, but any student who may have been absent. She can also use the talk to type feature on her phone when submitting any document or slides based work.
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Hallie Smith Posts: 3
12/6/2018
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I currently have a student with Autism in my 2D art class. He has a lot of trouble with abstract concepts and thinking creatively. I have found that if we have a one on one discussion about the topic I can direct him toward thinking about actual experiences he's had and then begin to nudge him toward deciding how those experiences would have changed if specific circumstances had changed. Kind of a directed creativity. Sometimes it takes quite a bit of talking him through it but he always ends up getting a good idea.
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Paul Barker Posts: 4
12/18/2018
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I currently have a student with a degenerative visual condition caused as a result of her Albinism. To assist with drawing we use a chrome book that allows her to enlarge images she is drawing in detail. She also works collaboratively with another student if she needs help cutting small shapes for projects. For notes they are on google classroom so she can read them on a larger monitor when needed.
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Sarah Ingram Posts: 3
12/18/2018
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I have previously had a student who was on the lower end of the autism spectrum. The student struggled with group work and activities and often had difficulties in the beginning stages of projects because she felt uncomfortable with things she was not familiar with. When talking with her she struggled with expressing the challenges she was facing. The very first thing I did was contact her parents. We discussed some of the difficulties the student was having and how to address them. Together we decided that I would email the parents with a description of each new project and any time there was an assignment that was digitally or technology based. I also let her work on group assignments on her own, but had made arrangements with her table group to assist her when necessary. As the year went on I noticed the student was more willing to work with her group. I also noticed early on that the student had an interest in digital art, fan art, anime, etc. When the class would begin new projects I would encourage her to incorporate her own interests and style into the work. While the techniques and processes may have been unfamiliar to her, the subject matter was not, so she had that familiarity to hold on to.
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Paul Barker Posts: 4
12/19/2018
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One way that I have used an adaptive assessment is during an art critique. I have several students with anxiety and depression disorders who are afraid of public speaking so I allow them to write out their critiques of work instead of giving an oral explanation in front of the class. They still have to describe, analize, interpret and judge the work as well as compare and contrasting items but in a way that they feel comfortable with.
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Joseph Barefoot Posts: 5
12/19/2018
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I have several students who have Attention deficit disorder and tend to fall behind due to the multiple processing needed in our sculpture class. I use Google classroom to scaffold the process needed in order for them to complete their sculpture. Instead of continually asking for assistance or whats next they can use the digital formatt to check their progress and plan for upcoming steps and processes.
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Gary Murch Posts: 3
12/20/2018
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I had a sixth grade student that was intellectually delayed and was in a self-contained classroom. She had a beautiful and expressive singing voice. I conducted a school-wide music assessment (Edwin Gordon) and learned that this girl's music aptitude was in the top 5% of the entire school, including 700 regular ed students. The assessment itself is adaptive whereby students listen to pairs of rhythm and tonal patterns and circle same or different smiley faces on a answer sheet. She had a perfect score in tonal pattern recognition. While she had a disability in reading she was able to memorize lyrics with the help of the teacher's assistant and ESE teacher. Her ear for music tone was much above the norm - her God given gift is music!. I learned from this experience that intellectual disability and musical ability are not tied together.
I encouraged her to join our school chorus, where she sang a solo in a school concert. I chose her among 10 students to join the All County Chorus. The music was much more challenging than our school chorus offered and she mastered the music with the aid of CD recordings of her part. Although we advocated for her to continue in the Jr. High Chorus, the school placed her in a PE class instead!!!
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Susan I Johnson Posts: 1
12/31/2018
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I teach an entry level High School Creative Photography Class. One of my students is on the low end of the autism spectrum. He is limited with verbal communication (language impaired) and feels most comfortable with definitive routines and expectations. When we have an on campus photo shoot the requirement is to take a minimum of 30 photographs. This particular student chooses to count his images and always photographs 30, no more and no less, to fulfill the criteria.
I was anxious about my ability to relate to this student even though I have a nephew who is also on the autism spectrum. My approach was to prepare ahead of time by working with his family and our school counselor to have strategies in place that would accommodate his needs. I provided clearly written Learning Goals and assignment criteria for the student to use a a reference sheet and check list. I constructed seating arrangements for mutually beneficial relationships with peers. During photo critiques I encourage him to participate (he can opt out if he feels uncomfortable) although his language is limited he will most often share.
This student get frustrated easily and on more than one occasion I have called for backup support when he has a meltdown in relationship to his work in the class. We designated a "safe place" for him to go for regrouping as needed.
He has taught me so much and pushed my teaching and relationships with my students to a stronger place.
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Halena Wolf Posts: 5
1/15/2019
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I have several students that are on the spectrum. They have a wide range attributes and all need to be addressed individually. One student is an eighty grader and has adapted his socialization skills by consistently speaking with a British accent. Everyone thinks he is British and most of the girls are intrigued by him, they have attributed his sometimes odd reactions and statements to cultural differences. He was born and raised in New York, by American parents. He is high functioning and requires minimal explanation, and his artwork often reflects an Anglophile theme. Another student requires that she sit in a quiet area of the classroom and limits her interaction with other students. I allow additional time to complete assignments, monitor noise and light in the classroom that these seem to affect her her anxiety and stress levels. I plan to explain project directions carefully and with additional background because they are often understood literally by these students.
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Halena Wolf Posts: 5
1/15/2019
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I have several students that are on the spectrum. They have a wide range attributes and all need to be addressed individually. One student is an eighty grader and has adapted his socialization skills by consistently speaking with a British accent. Everyone thinks he is British and most of the girls are intrigued by him, they have attributed his sometimes odd reactions and statements to cultural differences. He was born and raised in New York, by American parents. He is high functioning and requires minimal explanation, and his artwork often reflects an Anglophile theme. Another student requires that she sit in a quiet area of the classroom and limits her interaction with other students. I allow additional time to complete assignments, monitor noise and light in the classroom that these seem to affect her her anxiety and stress levels. I plan to explain project directions carefully and with additional background because they are often understood literally by these students.
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Joseph Barefoot Posts: 5
1/18/2019
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One of the ways I have used technology in the classroom to help some of my students with disabilities is to use the lanyard mic that came with my smart board. Even though I have a loud speaking voice I have noticed that using this mic really helps keep the kids attention and focus. I have also noticed that the smart board has several magnification tools and its resolution really helps the students see with much better clarity.
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