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Jassmen Perez-alvarez Posts: 4
7/22/2020
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Michelle Sherman wrote:
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 have had many ESE students in my art classes over the last 6 years that range in most of the disabilities that were covered in this course. I had a student who was visually impaired and was not able to see details when drawing, so she always sat very close to what she was drawing. She was able to see values (lights and darks). Her artwork was very dynamic and interesting because she had a lot of contrast in her colors and values.
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Jassmen Perez-alvarez
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Samantha Pace Posts: 3
8/6/2020
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I have been teaching for 11 years now and I have seen many disabilities in various age groups. The disability types I have come across didn't effect their learning in the class as much as it did adjust/alter their learning. One time in particular I had a student with down-syndrome, he was on a second grade level in high school and had a one-on-one aid. The student still went through the learning process with us but it was simplified for him (for example, where gen ed students were covering a dozen different artists to compare and contrast, he was looking at only one artist and multiple artworks made by that artist). I try my best to keep any IEP/Special Needs students as close as possible to what we cover in class to keep them having academic conversations that are relevant to everyone's learning. I dont consider that effecting it because the student did amazing and covered the same content, just for his mental age appropriateness.
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Gloria Sed Posts: 4
8/11/2020
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I have a number of students with SLD, ASD, EBD, SI, and OHI. I provide several accommodations including preferential seating, grouping, repetition of instructions with demonstrations in small group or individually as needed. I try to provide multiple ways of receiving information: written, oral, visual. I try to offer some choice if the task allows. For example students with sensory issues tend to refuse to use charcoal. Depending on the project and the individual, I may allow them to use a different material or use gloves.
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Britt Feingold Posts: 3
8/18/2020
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A past student is wheelchair bound. Their disability didn’t affect their learning very much, he was a very smart student. He had loss of motor skills and required help to grip markers, pencils, etc. The student also used larger stamps to create prints in the art room and larger paintbrushes to paint his work.
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Lynn Strong Posts: 2
9/14/2020
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A particular past student had EBD. As the art teacher, I provided several accommodations including preferential seating and pairing/grouping with other students who helped facilitate a calm area. While the whole class was busy with their artwork, I would check in with this student to provide additional one-on-one support. We also used hand signals to check in, as I did with all students as well.
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Lesley Wheatley Posts: 3
9/16/2020
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One year ago I had a student with severe autism in my ceramics and 2D art courses. He desired to communicate and he was extremely motivated to please everyone around him. He had also suffered a tremendous tragedy in life (his mother was killed). If he became overstimulated or frustrated he would frantically yell out "kill, blood, die" during our class times. When he communicated he repeated what you would say; exhibiting echolalia. He was extremely focused in my art courses - to the point that he would complete frantically created projects within minutes. I emphasized adding more and more detail to his work as well as writing out sentences using visual symbols. He loved communicating by drawing visuals as well as numbers. He was able to memorize entire classes birthdays; and his numerical skills were extraordinary. I often paired his artwork with numbers; and I would have him draw out things he looked forward too - such as soccer games in our special Olympics. Whenever he had a rough day I would play soothing music; and just creating art really helped as with anyone who has experienced tragedy.
I especially loved pairing him with his classmates in order to collaborate together on art projects. He adored collaborative projects and I loved experiencing the growing compassion in my classes! 
edited by Lesley Wheatley on 9/16/2020
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Kelly Kreps Posts: 3
9/30/2020
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I had a student with ADHD. He zoned out during instruction, could not focus for a long time, and would get side tracked badly. He started falling behind in class because his ADHD was taking over. I started giving him extra "work" to occupy him. Let him have breaks during long times of working. I had him clean the classroom so he could have a break from thinking about one thing. After I allowed him to have multiple breaks during a class time, he started being able to focus during the time he was supposed to focus, and eventually caught back up with the class.
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Deanna Filiault Posts: 4
11/3/2020
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I had a student who had ASD. He would get easily overwhelmed by all the steps required to make his works of art. I provided him with frequent breaks whether that meant getting up and moving around or simply taking a break from the project at his desk. I also had a "safe place" in my classroom where students could go to cool down if needed so he would sometimes go there.
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Deanna Filiault Posts: 4
11/3/2020
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Kelly Kreps wrote:
I had a student with ADHD. He zoned out during instruction, could not focus for a long time, and would get side tracked badly. He started falling behind in class because his ADHD was taking over. I started giving him extra "work" to occupy him. Let him have breaks during long times of working. I had him clean the classroom so he could have a break from thinking about one thing. After I allowed him to have multiple breaks during a class time, he started being able to focus during the time he was supposed to focus, and eventually caught back up with the class. I have had several students with ADHD. I think provided additional tasks is a great idea as well as giving breaks.
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Eunice Iniguez Posts: 3
11/3/2020
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I had a student in my class who had an Intellectual Disability. The student did not understand the academic skills required for certain lessons and would lose interest easily. In order to help this student to show progress in the their art skills, I would provide visual examples and demonstrate using subject matter that I knew to be of interest to the student. This would help them maintain engagement and interest. I also used peer support to help the student understand any information. Providing shorter requirements and having the student work on artwork that was of their personal interest allowed them to progress in the class.
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Jennifer Myer Posts: 3
11/12/2020
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In my 16 years as an art educator, I have taught a variety of students with different exceptionalities. This year, I am teaching a student who struggles with behavior and has limited attention. The inability for this child to focus and attend make it difficult for them to participate in the art making activities. They need to be redirected constantly. As I have gotten to know them a little better I have been able to direct them more discretely and provide limited choices. They need positive reinforcement when the goal is achieved even if it is a small step in a large process. They need calm reminders of the goal and student examples that are visual to help refocus on the lesson.
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Elerene Walters Posts: 3
11/13/2020
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I have an Access Points 2D Studio art class mixed with Fine Crafts class. So there is variety of exceptionalities- ASD, IND, OI, SLD. I have made my own weaving tool for my students with 2x4 and dowel rod and made a version of weaving loom for them. This helped simplified the idea of knitting/ crocheting, created more space for varied leveled dexterity, and it's very repetitive but simple. Students were able to use the loom with some or no helped once demonstrated and assisted. Having a parafessional in the class helped me with students as well to supervise their progress with the loom as well. Positive feedback for the students and them seeing the progress on the loom was very encouraging for them.
edited by Elerene Walters on 11/13/2020
edited by Elerene Walters on 11/13/2020
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Daniella Rosset Posts: 2
11/19/2020
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I currently have a student who is hearing impaired, with significant hearing loss. She has advanced ocular ear pieces that help, however, she still struggles to hear. With the pandemic and implementation of face coverings for all students and faculty, it has made class lectures and demonstrations much more challenging for her, as she now cannot read lips. We have been provided clear face coverings so she can see our mouths, but they fog up and make it difficult. In order to ensure she receives quality instruction and is successful in my class, I have her seat in the front of the room and partnered her up with a cooperative and helpful classmate. I give oral directions, daily, as well as post videos and step by step visual tutorials that she can refer to, when needed. There have been a couple of instances where she has missed the mark with expectations or directions, but she has done well establishing a routine. Frequent check-ins and updates prove to be helpful with her and she does a good job asking for help or clarification.
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Chelon Perez-Benitoa Posts: 3
11/19/2020
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I currently have a student with Asperger Syndrome which is in the Autism Spectrum Disorder. This student is very high functioning, however becomes distracted easily and needs to be redirected to get back on task. I have found that if I organize my directions in smaller "chunks" and check in with the student's progress often, the work gets completed.
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Daniella Rosset Posts: 2
11/19/2020
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I have used technology in my classroom with a student with disabilities. He was a student with Asperger Syndrome who would often get frustrated with the mouse when creating digital art. I transitioned him to a drawing tablet and he immediately felt more comfortable using that specific device as opposed to the mouse. He had more control over what he was making and handled his outbursts in a more constructive manner. His demeanor shifted and he was able to focus on the lessons and expectations of the project rather than his inability to use the mouse and created perfect shapes with it.
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Chelon Perez-Benitoa Posts: 3
11/20/2020
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The technology constantly used in the classroom would be the projector which displays the Power Point that shows the assignment as well as examples and directions to tutorials if students need them. This year all students have laptops and access to use them in and out of the classroom. This provides the opportunity for all students to review information or search for new information as they proceed through the lesson. In addition my course is a hands on activity 99% of the time. I have found that the tactile hands on learning experience in my class has been the most productive learning process with my students.
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Chelon Perez-Benitoa Posts: 3
11/20/2020
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Every lesson begins with a pre-assessment which allows me to see the needs and growth of each student. This also allows me to see how to move forward with the student as some have motor skill issues, perception issues, maturity differences, and other challenges. I allow more time as well as adjust the evaluation. The main concern for evaluation is if the student has shown understanding and growth from their prior assessment.
An example of modifying a lesson would be with visually impaired students... I create lessons that are elements and principle of design based but done with the element of texture.
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Lee Glaze Posts: 1
11/20/2020
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I am the magnet coordinator for a middle school for the arts. I work very closely with my ESE coordinator providing accommodations for numerous students with disabilities, students with IEPs and 504 plans. Each year we provide a variety of accommodations for students with disabilities during the audition process for the 5 choice programs with 8 different art areas. For example, students auditioning for our visual arts program would be provided directions both verbally and in writing, repeated directions, extended time to complete the various art exercises and in extreme cases the ability to start over one of the exercises.
A student who I am familiar with is a young man who has been identified with Autism Spectrum Disorder and he struggles with expressing himself verbally. He is a student in the visual arts department at our school and was provided accommodations during his audition and continues to do so as a student here. His disability impacts him in a variety of ways. This student becomes very frustrated if he is not understanding the expectations and will often shut down or become angry. First, instruction has to be very concrete and often requires a visual demonstration of the expectations. I was able to provide samples of outcomes of what was expected of him for his digital art project. I had to model for him how to take photos of his artwork in order to upload it digitally for classmates to view. After modeling I provided a step by step written example of how to upload. In addition, I allowed him one additional day to complete his project in order to give him time to complete all components without worrying about time constraints. These few accommodations allowed the student to feel successful.
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Jerilyn Brown Posts: 3
11/21/2020
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I had an ASD student with auditory sensitivity. Walking through the halls and coming into a classroom of 40 students made him very anxious. The paras would try to get him to class earlier so the hallways were not as crowded and noisy. Also, he wore headphones until the class started and the students were all seated and working. I would go over to him at the beginning of each class to give him a big smile to welcome him and try to reduce his anxiety.
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Michelle Clinton Posts: 3
11/22/2020
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I have been a visual arts teacher for 15 years, and have taught many children that are on the Autism spectrum. My "go to" accommodations start with redirection, repeating directions for understanding, and sitting close to me while teaching. These three usually help with most of the students. I recall one student in particular that I had to come up with a unique accommodation. He would ask a question every 2 minutes. Of course you want students to ask questions, but I could not ever get through a lesson as I was always answering his questions, and usually the questions did not have anything to do with what we were learning at the time. We came up with a system that helped both of us. My usual lesson plan started with going over the lesson, modeling how to do the project, and then leaving time for the students to work independently on their projects. I gave him 3 tokens at the start of each class period. While I was giving the instructional information, he could use the tokens to ask 3 questions during that part of class. We discussed that he should try to use the 3 questions for things that he needed answered immediately, and which could wait until independent work time. I made sure that he understood that ALL of his questions were important, but getting the instructional information to everyone at the beginning of class was also important. If he had any additional questions and he had already used up his tokens, he was to write the questions down. Immediately after giving the instructional material, he knew that I would check in with him first to answer any of the questions that he had before going on to the other students. It was a good solution for both of us, as he still felt that ALL of his questions were validated and still answered, and I could get through all of the content that I need to get through at the beginning of class.
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Michelle Clinton
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