|
Joseph Barefoot Posts: 5
1/18/2019
|
Last year I had a student with extreme sight difficulty. I had a electronic magnifier that they used while drawing in their sketchbook. We had some difficulty in the beginning with calibrating the machine with the distance they wanted to use it for but I worked with the student to overcome the challenges ant they ended up using it quite often and eventually acquired one themselve thru the lighthouse for the blind.
|
|
|
0
link
|
|
Susan Convery Posts: 3
1/18/2019
|
I have a student with severe hearing difficulties. She wears hearing aids and does not wish to attract attention to her disability. I make sure that whenever I am speaking to the class she has eye contact with me and I speak more slowly and clearly. In addition, I make sure that there are written instructions and explanations for her to follow and I give them to the entire class. When we start a new project I try to speak with her about it casually so I can re-state the instructions. I find that using programs like "Nearpod" for explaining visual arts concepts help me to reach my entire class and give me formative assessments in the moment that allow me to evaluate who needs extra help with the concept without drawing the attention of the other students to the one who needs support.
|
|
|
0
link
|
|
Danielle Yarusevich Posts: 3
1/19/2019
|
I have a small group of a students with autism who come to an 8th grade Art class. They come each day as theraphy and socialization. The group comes with an autism aid and each child is pair with another student in class as peer tutor. The tutors will demonstrate and give assisance to the children during class and the autism aid and myself watch and interfer only when needed. One student has been having difficulty adjusting to the noise level of the class. We allow him to step outside the classroom to adjust, which I remind the class of the noise level. He now comes in with padded headphones and places it on his head, with assistance, when becoming overwhelmed and when a few students see this they remind the other classmates on the noise level. Surprisingly he likes the headphones. Another student has a difficulty with speech and expressions but will use a tablet with a program that allows him to choice a picture to a basic question you as him, like his favorite color. It is amazing how my students in my class showed acceptance by talking to them, supporting them, and showing compassion when needed. It has been a wonderful experience for everone involved!
|
|
|
0
link
|
|
Sarah Luesch Posts: 3
1/21/2019
|
I have an art student with ADHD. He has a hard time focusing long enough on note taking day to copy down all of the material, so I do print out the slides for him to go back to on a makeup day to complete before I do the notebook check. His hand is usually up before I've even completed giving instructions for the day, and I give him the "wait a minute" gesture. Then I check in with him individually to make sure he understands all of the directions and is able to repeat them back to me. I also make sure to check in with him several times during each class period to cue him to stay on task and to be there if he has any further questions (there are usually many; he's very bright and inquisitive). He gets easily frustrated with his lack of artistic ability, so I have to give him daily reassurance that his efforts are not being wasted and he should just enjoy the creative process. His disability, unchecked, would severely affect his learning in my class, but with a few of these steps on my part, he is able to stay on track and succeed. He seems to be enjoying the class now and is learning to become more patient with himself, so next I'll have to work with him on his need for perfectionism!
|
|
|
0
link
|
|
LeeAnnPropper Posts: 1
1/29/2019
|
I have many students with a wide range of disabilities from ADHD, OI, ASD and DD all within the same class of regular education students. You know the regular students that includes my 3 ESOL, OHI and all the ADD students. My approach to this is simple we are all unique and in Art we have the chance to shed the labels and just be creative. It really is that simple I don't have to move a students seat closer to me because I walk around when I am speaking to the class and I allow them to move around if they need to. I adjust so that they may have a relaxed creative space where we can all be encouraged to tap into our own various levels of creativity. The end results on any given project are as vastly different as the students and so I adjust in the evaluation of the product. An example might be that they are to create a card to gift to a random senior at an area retirement home. How it is made will vary greatly depending on the students exact needs and capabilities however every student can be successful in their outcome.
|
|
|
0
link
|
|
Dabney Abbott Posts: 3
1/31/2019
|
I currently have a student was autism and ADHD in my 3D art course. He is extremely high energy and hard to get to stay focused and on task. I have been able to get him to complete full projects by breaking them down into small pieces that I help him put together at the end. This has helped because he tends to get super overwhelmed and having little small goals to accomplish keeps him more motivated and focused than one big one. It also work well with his short attention span. He completes a small part of his project, then gets a few minutes to himself, then we continue onto the next piece of his project. He also HATES to get dirty so I keep him his own special apron to wear during class.
|
|
|
0
link
|
|
Debra Lumia Posts: 3
2/3/2019
|
One of my past art student did not talk or have fine motor skills. My first assignments for my art students is to create a name card using graffiti style letters incorporating the elements of art. This assignment helps me to learn who my artists are and the ones that aren’t artistically incline. They have to fill each letter in with colored pencils and sharpies. This is when I discovered that this particular student was having a very difficult time doing this project. So I had another student draw the outline of her name with pencil in bold letters and my student with the specific learning disability colored paper and a hole puncher. I had her punched out different color dots and she glued the dots onto her name card instead of coloring with pencils.
|
|
|
0
link
|
|
Lara Klopp Posts: 3
2/3/2019
|
I had a student once with a physical disability, which causes his hands to be tremendously shaky, and made it difficult for him to hold a pencil or paintbrush tightly. I worked with him to find ways in which he could create wonderful and interesting art which had a unique and beautiful feel due to his unique linework. Mostly I worked to show him that use of line and markmaking in art has a lot of variety and that sometimes the most interesting art is the most individualized. So I guess my approach was to help him have confidence in his personal touch. (Of course, on a tool level, I found brushes with large handles that he could grasp, and showed him how to draw with arm motions rather than just wrist motions; but I think that teaching him to appreciate his own style of markmaking was my greatest success with him).
|
|
|
0
link
|
|
Andrea Obenland Posts: 3
2/6/2019
|
One of my past ceramics students has Aspergers and had a hard time remembering day to day instruction. The class was a mix of wheel and hand-building, which made it hard for any of my students to master the wheel due to the fact that they were also creating hand-built pieces. I had all of my students explore the wheel (create one cylinder) as well as creating hand-built pieces (one pinch pot, one coil pot, and one slab pot) and by the middle of the semester were able to determine what suited them best for the remainder of the assignments. This student did try the wheel over a two week period but found that he was not a fan of how dirty his hands got and would often get frustrated. I felt that he would benefit more from concentrating on hand-building and modified some of the wheel work in to hand-built pieces. I found that when he started his coil pot he really enjoyed the process and that it was more structured than the wheel and less messy. I modified the height requirement as he was very meticulous with the construction. He was also more comfortable away from the other students while he was working so often he would choose to sit away from the other students, we only have two large tables in our room, so he would not get distracted. He had a tendency to want to fall asleep so I had to stay near him, on occasion, to make sure he stayed on task.
|
|
|
0
link
|
|
THOMAS RAY Posts: 3
2/18/2019
|
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 have a current student in my 3D Animation class with a orthopedically impaired handicap. Her impairment limits extreme fine motor skills and she has a high frustration rate. Currently, she is in the 10th grade and is 18 years 5 months old. It is obvious that her impairment has an impact on her academics. She is also in the L25 list.
In order to better accomodate her, we have come to an agreement. The work has to be done, but the drawings do not need to be as elaborate as others. She is allowed to draw stick figures where appropriate (the class focus in on storyboarding). She still fully completes the modules in the class which track understanding through multiple choice questions. Occasionally, I will have to get her to take a little more time with her storyboarding, but she has adapted well and is on track to certify.
|
|
|
0
link
|
|
Courtney Kissling Posts: 3
2/20/2019
|
ADHD has been prevalent in pretty much all of my classes since I can remember. To combat this, I make sure there is order and structure, and frequent breaks for movement. I've found that the predictability is helpful for not only ADHD students, but also helps my students with ASD. If the schedule changes, I make sure to make note of it before it happens, and give visual and auditory cues.
|
|
|
0
link
|
|
Michaelyn Gamble Posts: 5
2/20/2019
|
Working with a visually impaired student this school year has been awesome! I make sure to adapt my teaching/ lessons in ways that accommodate this student's hands-on learning style. He loves to paint and sculpt and is eager to create no matter the assignment. Occasionally I have to implement new strategies because of his disability so that my student is able to meet or exceed the standard/s I teach. Other students in the same class are eager to work collaboratively with him; a great learning opportunity for both students.
--
M. Gamble
|
|
|
0
link
|
|
Michaelyn Gamble Posts: 5
2/20/2019
|
Courtney Kissling wrote:
ADHD has been prevalent in pretty much all of my classes since I can remember. To combat this, I make sure there is order and structure, and frequent breaks for movement. I've found that the predictability is helpful for not only ADHD students, but also helps my students with ASD. If the schedule changes, I make sure to make note of it before it happens, and give visual and auditory cues.
--
M. Gamble
|
|
|
0
link
|
|
Michaelyn Gamble Posts: 5
2/20/2019
|
Courtney,
I concur with your analysis of today's classrooms where ADHD students are the norm rather than the single exception. Great advice on cueing your students for the upcoming change; It definitely makes for a more smooth transition
--
M. Gamble
|
|
|
0
link
|
|
Michaelyn Gamble Posts: 5
2/20/2019
|
- In one instance, using the classroom desktop to access a design application for a student with ADHD, I differentiated instruction to best meet the needs of the student. This student has a difficult time staying seated unless he is gaming at a computer so it seemed likely that he would engage with the lesson if computer technology was employed. The student was happy that I recognized his passion and was eager to complete the task at hand. The student was proud of what he created.
--
M. Gamble
|
|
|
0
link
|
|
Michaelyn Gamble Posts: 5
2/25/2019
|
One way I use accommodations for my ESE students is to shorten the length of the ongoing assessment for say vocabulary. I would choose 10 out of 20 vocabulary words for my ESE students to learn. I have used this method several times with success. Comparing the results with the IEP plan is an accurate way to evaluate whether the test was a success.
--
M. Gamble
|
|
|
0
link
|
|
Jennifer Biagi Posts: 3
2/27/2019
|
I had a student last year that was visually impaired and would get off task and loose interest in the assigned projects easily. I sat the student in front of the room next to the white board but found that they would still have trouble remembering the directions or reading the steps left on the board. So I would print out in large font the steps for the day or project and would laminate them and leave them on the table. I found that the other students at the table benefited from the step by step instructions and it eliminated a lot or headaches with repeating instructions all class period. I now use them for all classes at all my tables!
|
|
|
0
link
|
|
Katherine Powell Posts: 1
2/28/2019
|
- 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.
When I taught elementary, had a student who was on the spectrum, but no one told me. He would often disrupt class, and wanted to touch EVERYTHING. This meant he was constantly off task, and was a distraction to others. After consulting with his classroom teacher, we decided on a combination of having some "fidgets" available as well as allowing him to move as needed worked wonders.
|
|
|
0
link
|
|
Carrie Crosby Posts: 3
3/8/2019
|
I have been teaching for 12 years and have taught a wide variety of students. Currently, I do a lot of step by step lessons with my class. Overall I have found that my students with learning disabilities do best when they have examples hanging around the room. In addition, I always try to make the steps available at their desk while I am modeling on the board.
|
|
|
0
link
|
|
Mai Keisling Posts: 3
3/12/2019
|
I have a student with OHI (Other Health impairment), a debilitating disease. She is so weak as she goes through chemo. She is only able to come to school once a week. She cannot stay physically up during the day. The condition seriously affects her learning in all of her classes. We have to provide both Accommodations and Modifications for everything when she is in school. This allows her to reduce her anxiousness and focus more on her treatments and well-being. Our assessments of her performance totally change because she needs our help to put emphasis on her health.
--
maidinhkeisling
|
|
|
0
link
|