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maria emilia steiner Posts: 2
4/18/2023
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One student with a walking disability that I had in my clay class had difficulty with mobility due to the use of a wheelchair. Her disability affected her learning in several ways. The student had difficulty moving around and navigating through the classroom, especially when the workspace was not arranged to access her art supplies and tools.
To support her learning, I made several modifications to the classroom environment. I ensured that the workspace and the art supplies were arranged to suit her needs, and I provided assistance in positioning her chair closer to the sinks so she can wash her hands first than the rest of the class. I provided enough space between tables and furniture for wheelchair mobility. I also. Made her own tool kit so that she did not move around too much.
The student was also encouraged to ask for assistance anytime she needed it from me or the paraprofessional who came along to class. With these modifications, she was able to participate and create fantastic pieces of clay work.
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Jennifer Brooks Posts: 4
4/21/2023
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I currently have a student with an emotional-behavior disability, and a speech impairment. His ability to create independently is difficult and he struggles with oral direction, oral redirection, self advocacy, writing, and drawing. His motor skills are low and he does not like for others to see him struggle. As his Visual Art teacher I see his struggles and the effects they have on the art making process in my classroom. He has a very difficult time starting his artwork. He simply struggles with what to do first, he is lost. My student is very aware that others are watching him and at times this henders his productivity or outcome. He shuts down or gets very angry or frustrated. Typically he will throw his paper and pencil or throw it all in the trash. He does have an aid who accompanies him to my art class for additional support. (ONE ON ONE) Once I am able to give all oral directions and written directions to the whole class, my student and I sit down and take a moment to work through his strategies. Using a calm quiet voice I am able to gain his attention (most of the time) in order to demonstrate what he needs to do. Once he is ready and the aid is watching along side of him and he can see that no one is looking over at him, I show both of them how to begin his art assignment/project. I break the drawing or art skill down into 4 basic steps and modify the drawing. I continue to ask him to repeat the steps as I work and I give him preferential seating closer to my desk. As he begins his artwork with the aid, I repeatedly check in with him and the aid. I also leave my drawing example with him so that he can check his work. In addition he receives breaks as needed, and movement if necessary. The additional support that the aid brings to the student is an advantage, but it really takes both of us to get him to the end of the project. Sometimes he will go through 5 or more papers, front and back, to get a drawing he likes.
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Jennifer Brooks Posts: 4
4/21/2023
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Thank you for sharing this. I really liked your idea of creating her own tool kit with supplies to help with limitations of mobility. Space is always difficult in the art room. maria emilia steiner wrote:
One student with a walking disability that I had in my clay class had difficulty with mobility due to the use of a wheelchair. Her disability affected her learning in several ways. The student had difficulty moving around and navigating through the classroom, especially when the workspace was not arranged to access her art supplies and tools.
To support her learning, I made several modifications to the classroom environment. I ensured that the workspace and the art supplies were arranged to suit her needs, and I provided assistance in positioning her chair closer to the sinks so she can wash her hands first than the rest of the class. I provided enough space between tables and furniture for wheelchair mobility. I also. Made her own tool kit so that she did not move around too much.
The student was also encouraged to ask for assistance anytime she needed it from me or the paraprofessional who came along to class. With these modifications, she was able to participate and create fantastic pieces of clay work.
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Jade Henderson Posts: 3
4/22/2023
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I have had and do have students with a wide range of disabilities. Many with ADHD &/or emotional/behavioral issues. Many on the Autism Spectrum. Students with Physical disabilities & audio or visual disabilities.
One student whom I have currently is on the autism spectrum. He is high functioning and intelligent, he can be very imaginative but he can also be manipulative and generally tries his best to avoid doing his art assignments and to watch youtube videos on his school laptop. He had a para but they did not get along well and now he is without a para in my class. He will interrupt class discussion loudly sometimes inappropriately and tends to dominate conversations. He is good at arguing/excusing his way out of doing work. At times he needs to get up and pace or stretch and move around in different areas around the room. We have discussed where he go in the room to do this when he feels the need. He is in my 5th period class this year which is only 50 mins and right before lunch everyday. A large part of his concern in the second half of class is making sure that he leaves "on time" 5 mins early for lunch as his accommodations allow.
I have found putting him with some other helpful & encouraging students helps him stay on task. He and they can discuss common interests and I usually use that as a way to engage him in the artmaking process that we are working on. He has a simplistic drawing style but I encourage him engage him in conversation and model steps for him and have him follow along with me so that he gains confidence and ownership of his art-making & creative learning process. I have allowed him to use different mediums or digital mediums to complete assignments effectively.
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Jennifer Brooks Posts: 4
4/23/2023
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I have several students with varying disabilities in my classroom. I have several ELL students who do not speak English. I have several students who only speak Russian, Spanish, French, or Portuguese. Communication is difficult for both student and teacher. Thankfully every student at my school is given an IPAD. Having the IPADs allows us to maintain quality learning with technology, but more importantly they have apps and tools that allow students and teachers to access translation tools. My ELL students are able to listen to videos with translation tools, have access to talk to text which reads text with translation tools, and participates in learning key art concepts in art class with visual references, modeling tools, teacher led models with examples. My ELL students are able to follow daily classroom instruction, best practices, and steps & routines by viewing task cards I have created for them. I build additional resources and instructional materials into their lessons and we are both able to sit down one on one to do academic check ins "communicate what they are learning, understanding, or not understanding". One example I have used with my ELL students is giving them a digital translation tool with their IPAD that helps then to navigate the Elements of Art through PBS. They are able to watch a series of videos through PBS about the Elements of Art and develop key concepts in order to take a short assessment from the video. My ELL students are also paired with peer partners. Sometimes the partner speaks two languages and they are able to interpret, or the peer partner can lead by example, HOW TO.
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jennifer s powers Posts: 3
4/27/2023
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I had a students with dexterity issues. I introduced stipple or pointism to the class and after studying history and technique the students were given fine tipped pens and produced a final project. For one of my students with issues, I offered oil pastels and he created fall leaves and using the sides of the pastel stick created a road. For the other student who had trouble holding the pastels, I spray painted cardboard white and cut 1 piece 12 inches square. the rest was cut into several rectangular pieces 1 inch by 1, then by 2 and some by 3 inches. I gave him a 2 inch brush and black Acrylic paint and taught him splatter. I reminded him of the day we looked at cloud shapes for identifiable forms and told him to use school glue to put the shapes he'd painted on to the 12 inch piece stacking some 3 deep and 1 or 2 deep to make is artwork. He finished ahead of the class but enjoyed the work so we tried it again using black as the background color and gray for the splatter.
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Jerylin Florimonte Posts: 3
4/29/2023
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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 currently have a 7th grade student with Autism. He is very interested in art and history (specifically history about wars and the Titanic). Often times, his disability prevents him from staying focused for long times and meeting project criteria. In addition, he is absent from school for weeks at a time and often times behind with his assignments. I have successfully accommodated his disability by providing movement breaks and fidget toys. I have modified assignment criteria so that he has more choice with materials and can be successful with assignments. I have printed out Grade Checks for him and allowed for extra time in class for him to work on assignments he hasn't completed. Sending assignments home was not successful - the assignment would come back to class in his backpack unfinished. Providing extra time in class and repeating/clarifying assignment criteria and process with direct instruction has been successful.
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Zachary J Pickering Posts: 1
5/4/2023
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I currently have a student who is color blind. She can't see a difference between red and green and I have adjusted my color coding within my lessons to use a different pair of colors for her class. She is a fan of teal and purple so I have switched all of items that were red to purple and all of the green items to teal. This is helpful for our lessons because the students have a hard time remembering the terms and formulas we use in class so when I say look a the purple part of the screen, it has the formula for this part of the problem, the students then know to use that tool or formula. With repetition, they eventually remember the terms and formulas and they no longer need the color coding when answering quetions.
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Trevor Barlow Posts: 5
5/9/2023
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I teach Commercial Arts Technology which means teaching Adobe products on Mac computers, we also make vinyl products and print onto t-shirts and do embroidery. The student I have in mind is in a wheelchair which initially was a problem as the desks in the classroom area were set into rows, and the workshop was very restrictive in movement due to little space. In order to accommodate the student, I placed all the computers onto the walls of the classroom so it was in a horse shoe shape allowing plenty of space for the student to move freely just as other students. This meant Having our IT department staff and Electrical department run plug outlets around the walls for each of the 32 computers, and and extra router box's and cables for the Macs. The Electrical staff also suspended our projector from the ceiling and placed the screen on the wall, as it was free standing before.
In the workshop We created pathways around all the machines for safety, we also invested in a desktop vinyl cutter so the student could pull his wheel chair right under the desk and access the machine with ease. We also moved the screen cleaning process outside for the power washer to be easier to use. As for materials storage, we dropped all the materials within easy access for him. This took a week to do, but made life better for all students, as everyone was now 'equal'. This highlighted to myself and the class the issues wheelchair bound students have in every day activities. As the elevator was on the far side of the canvas, we made sure that the student would leave first on the bell so they did not get caught up in the throng of students in movement time.
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Trevor Barlow Posts: 5
5/9/2023
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That is really interesting, as I and a few of my students are color blind too. I have the students write the colors of the vinyl rolls on the inside of the tubes, and we only use 'color swatches' in the Adobe software. I also have color charts with their color codes on them so we can manually input the numbers to get the correct color we need.
Zachary J Pickering wrote:
I currently have a student who is color blind. She can't see a difference between red and green and I have adjusted my color coding within my lessons to use a different pair of colors for her class. She is a fan of teal and purple so I have switched all of items that were red to purple and all of the green items to teal. This is helpful for our lessons because the students have a hard time remembering the terms and formulas we use in class so when I say look a the purple part of the screen, it has the formula for this part of the problem, the students then know to use that tool or formula. With repetition, they eventually remember the terms and formulas and they no longer need the color coding when answering quetions.
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Trevor Barlow Posts: 5
5/9/2023
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Very interesting, I have a student who is similar, can't have eye contact and struggles with noise - which in a classroom with a workshop is difficult, so he has a separate room attached to mine that he can sit in and read or listen to music through his headphones.
Jessica Gautier wrote:
I have a KG student who has a learning disability- he is Autistic. He is smart, but gets overwhelmed in my classroom. Many times he wants to run around the room and touch my instruments or personal items on my desk. I have created a special spot for him to sit (a magic carpet). He knows now to come straight to the carpet. I also have made a point to model the correct way to handle an instrument and many times I have to have the student practice a few times how to put an instrument away or he picks a friend to help show him.
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Miguel Saludes Posts: 3
5/10/2023
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Just last semester I had a student with a visual disability. She is legally blind. I teach a 2D art course. We worked on various tactile projects. She worked on a series of collages utilizing various textured papers. The student is able to discern certain colors from close proximity, which also helped her create variety. Additionally, we made a series of tactile drawings utilizing puffy paints. Later in the semester, the student was granted permission to have a Braille typewriter in class. She used it to create a series of tactile graphics. Finally, we utilized a special drawing pad specially designed for students with visual disabilities to create tactile line drawings. Because of her flexibility, positivity and overall creativity, I'd say it was a great experience working with her and tailoring my lessons to best suit her needs.
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Kalina D Posts: 3
5/10/2023
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I have a student this year that is autistic. She is able to articulate her feelings and what she is and is not cable of. She works at an extremely slow rate and is constantly erasing and redrawing the same lines over and over again during class. I give her plenty of extended time to work on projects and usually have her complete smaller tasks on her own with extra time. For larger tasks, I will usually help her one on one or pair her with another student to help her along with the project. She usually completes one project in the time it takes other students two projects to complete. She is extremely proud of her work and accomplishments with whatever she creates.
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Maria Kanga-Jamba Posts: 3
5/16/2023
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I’ve had this student since he was in 6th grade and is one of my Covid 19 survivor babies. I remember one of his first art projects in class was creating a mask which he assembled with all sorts of found objects. I soon learned that he was hearing impaired by listening to his speech but also after his parents sent me an email to be aware of his situation and to allow him to sit closer to the front to help him follow along more successfully. It was a challenge at first because I had to repeat myself quite often and used various methods to post instructions including on the board, on the at home-learning portal through Teams due to covid, on Focus where assignments and grades are typically posted and sometimes even emailing him instructions when he requested clarification. The other challenge was him being pulled out of class several times for speech therapy and when would come back in class he would ask what he missed or what we were doing. I would often work with him one on one. He is now in 8th grade and his speech has improved tremendously although I can still hear a bit of unclear words and phrases. I have had moments when he would misunderstand me and I’d have to repeat myself. However, he is very proactive in his learning and is not shy asking questions. I rarely had to encourage him to get his work done. His skill level is not as advanced, but he has made a lot of improvements with guided portrait drawings, weekly sketches, group projects, quizzes, final projects and project reflections. He will be moving on to high school next year and I am extremely proud of him.
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Maegan Benton Posts: 3
5/17/2023
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I remember a middle school student named Stephen. Stephen was a person with intellectual disabilities. Stephen was a great student because he was enthusiastic and eager to participate in all activities. He always wanted to be a helper, so he was my go-to for handing out or collecting work. I frequently assigned small group instruction which was very helpful to Stephen. I used a lot of pictures and graphics on any writing or reading activities.
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Amber Turcott Posts: 4
5/20/2023
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I've taught a number of students with disabilities. One student I taught a few years ago was on the autism spectrum. While I've taught a number of students with this disability, they are all different in how they learn, communicate, and socialize. This student was very talented musically, but it was a challenge to get her to work in an ensemble setting. She would become extremely frustrated by others and sometimes lash out behaviorally if she didn't like the way the class was performing.
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Amber Moran Posts: 2
5/20/2023
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I am an ESE Teacher and currently monitor 45 Middle School ESE students. One particular SLD student has a hard time with testing and retaining information read. She was a student who got in trouble quite a bit on campus but once I was able to get to know her better, I understood that she didn't understand what she was reading therefor couldn't and didn't want to work on tasks given. She was frustrated and embarrassed. She would click through and answer computer based questions of 12 and be finished in under one minute and would earn an extremely low grade and didn't care. Once I earned her trust, we worked together on reading slower and focused on words in the question. Identified words she didn't know. I used the reciprocal teaching strategy and keyword mnemonic strategy. She gained confidence, asked more questions, took risks and self reflected quite a bit. It was wonderful to see her grow and smile more! Her grades went up drastically. I work mostly in 7th and 8th grade ELA classes right now. I think that I am going to start using the Cornell note-taking strategy and see how this works with some of my other students. My students dislike writing and it's challenging to get them to write a summary. I'm thinking that the way this strategy breaks down the information, the students will learn to understand and feel confident in their summary and essay writing.
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Amber Moran Posts: 2
5/21/2023
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I am an ESE S/F and haven’t taught in an art classroom as of yet but I use adapted accommodations everyday. Each student is different and has different needs. My students are tested with me in “small groups” of under 17 in the middle school environment when they are F.A.S.T. testing. They each have specific seating so that they are in a familiar environment for every assessment. I have one student that sits right next to me so that he feels comfortable and I can easily prompt him if need be. He can stand at his desk when he needs a little break. I think that when assessing this particular student's fine arts learning, he would definitely benefit from being seated next to his teacher in the classroom and establish timelines for him for specific tasks so he can, have fun, be successful in his progress and learning as well as to help him not get frustrated with himself in finishing the task given.
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edith sorensen Posts: 3
5/22/2023
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I had a kindergartener who was not only deaf, but his parents were teaching him a sign language that they "made up" and it was only for daily tasks. Eating, sleeping, toileting. I modeled everything for him, we made a picture board for every noun in the classroom, sat him in such a way that he could see me "behind" his para who was signing everything that I said. Worked through a lot of "yes / no" choices. Eventually he did make some friends, and the whole class did learn a lot of correct sign language.
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Victoria Nuss Posts: 3
5/23/2023
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In the past, I had a student who was hard-of-hearing. His reading and speech skills were affected by the disability. He would also tire easily and quickly get off task. During class time, I wore a special device that had a microphone that was paired with the student's headphones. I also obtained the student's attention before speaking (often by gently tapping on his desk). Maintaining eye contact with him while speaking to him also helped. I focused on my own speech (not talking too quickly or too slowly) and my pronunciation especially during instruction time. The student was given instructional materials in advance (whenever possible) and provided with an agenda online.
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