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cynthia novak Posts: 3
3/23/2019
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I have a student with autism who attends my adv. art . It is a very calm, creative setting and my students have visited his table, but he is not communicative. In fact he has taken most of the year to respond in the smallest ways to me. His art is ALL about sharks. I sit with him drawing and would respond to his sharks, but what worked was bringing him shark pictures. One day I showed him a collaged shark on my phone (it was the subject of a field trip for my adv students), which he definitely liked. I created a sketchbook for him to keep all of his sharks in, which are numerous and most impressive in a binding. Meanwhile I have offered him multiple media opportunities for experimenting. He is amazing with color ..very intense, boldly, expressively creating the shape. I showed him mixing paints, scratching through craypas, and drawing. One day I showed him the demo worksheet for drawing animals with my students, and he began to draw other animals. Very exciting! Now he will give me a nod or a little smile and a few sentences about his critters. I have found for this student, besides working on developing a relationship with him by talking, drawing or sharing, offering a variety of medium and examples have helped expand his drawing skills.
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cynthia novak
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areti c Posts: 4
3/27/2019
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I have a student who is hearing impaired. This has effected her both academically and socially. In the classroom, I watch to make sure she is attentive and if not, I work one-on-one with her to check for understanding. I am careful to place her in groups with student who are sensitive to her needs when it comes to collaborating in the classroom. Just these small accommodations make enough difference to allow her to be successful in the class.
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Rebeccah Adney Posts: 4
4/1/2019
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Fine Arts educators:
- 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 a student with Autism in my course. He/she is able to communicate well when writing about their photographs. In verbal discussion-based assessments, he/she is often frustrated if questions are posed that are rapid-fire questioning so I relate all questions to the photograph and use strategies to make the "verbal" assessment more like a conversation.
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Margareth Fleming Posts: 3
4/2/2019
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I have a student who has Autism in my course currently and probably his biggest struggle in my class is his ability to stay focused on the task at hand and understanding typical social cues. Because of his inability to understand social cues, he very quickly allows himself to get distracted by conversations around him and often interjects himself into conversations that aren't pertaining to him. At this point in the year, most of his classmates are aware that they are not to engage when he says things that he shouldn't be saying. While this doesn't impact the skill level he needs to complete my work, it impacts the amount of time he personally needs to complete work.
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Michelle Murphey Posts: 5
4/10/2019
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I have a student that has a hearing impairment. This has affected her in my class by having other students notice her disability and make fun of her. She has missed specific directions and information provided when sitting in the back of the class. In order to make sure she hears and understands class information she now has me wear a microphone device around my neck which will amplify what I say into her hearing device in her ears. She has been moved towards the front of the class and sits next to a peer students she trusts that will make sure she understands the tasks set out for them. She is also provided with as many visual examples as possible and one-on-one directions throughout the project.
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Michelle Murphey Posts: 5
4/10/2019
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I think that is a great way to show him how to respond when it is time to put away instruments. Students gain so much from doing after watching someone show them the how to. Great job giving him his own special place that he knows is just for him, this can make him feel safe and not stressed.
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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christina Rynasko Posts: 3
4/11/2019
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I had a student that was a quadriplegic. Highly creative and intelligent and had limited use of hands which meant limited fine motor skills. Gross motor kills in arms were impaired mostly on left side. Discovered student could use a computer mouse with a track ball and this child was able to participate using the paint tools for certain detailed projects. Student was given adaptive equipment to use pencils, crayons and brushes. I made certain that she was given every opportunity to create works of art. I do have to modify time for this student to complete her work, depending on projects we modify as needed. She loves to keep trying and her parents have said they see her light up when she creates he art.
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Kassandra Cochran Posts: 3
4/14/2019
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I currently teach an IND group integrated into my GenEd Art class one period each day. There are a variety of disabilities at varying levels. Some of the challenges I have come across this year include: difficulty processing detailed and lengthy directions, difficulty with use of standard art tools, students "finishing" their work very quickly because they don't quite understand the next step, difficulty with projects requiring use of fine motor skills, etc. Some of the accommodations I have implemented in my room to help these struggles are: Assigning a GenEd "buddy" to each of my IND students to assist as needed, breaking down directions (written and verbal) into smaller "chunks" and having the students seek help from myself, the Aide, or their buddy when they are ready for the next step, using adaptive tools as necessary, assisting students with the steps that are physically too demanding, but still allowing them to make the artistic decisions, and more!
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Roy Amos Posts: 3
4/15/2019
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I currently have an autistic student in my class. Due to space/equipment limitations, most of our projects are small group work, but my student has difficulty working in these groups. I have tried including him in the groups, with limited success, but have found that if I can offer opportunities for him to also work independently, he is more likely to succeed.
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Wallace Rahming Posts: 4
4/16/2019
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[Question: 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.]
For two years I taught a student with autism in a chorus class. During his first year in the program, I introduced basic rhythmic and melodic sight singing to his class. He grasped the concept of rhythmic sight singing very well and was able to make connections with note values and rhythm patterns. Melodic sight singing from a written page was very challenging to him. I couldn't seem to come up with a strategy to help him decipher the notes upon the staff incorporating pitch as well as note value. I often use Finale Songwriter to create short arrangements for my beginning choirs. One day as I was finishing up an arrangement, I hit the play button to listen to the song in order to make sure there were no errors. As I listened to the arrangement, I noticed the moving line with the green arrow moving across the music on the monitor. It suddenly dawned on me that I could create a very basic melodic sight singing piece, project it on the large screen in my classroom, hit play and he would be able to follow the music by sight and sound. I could also make my content as basic or advanced as necessary with unlimited control of the tempo (speed) of the exercises, the number of different pitches in the exercises, the difficulty of the rhythmic patterns and the length of the exercises. Within a matter of days, he was able to understand the process of melodic sight singing. The really cool thing about the Finale program was that I used it with all of my students (both advanced and those needing more practice). Through using this program several times weekly I was able to narrow the performance gap between my students who excelled in sight singing and those who need more practice. I didn't have to single out my students who needed more practice and at the same time reinforced the skill with the students who demonstrated mastery.
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Susan Edwards Posts: 3
4/28/2019
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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.
One of my former art students was paraplegic. The art classroom was adapted so that my student could easily maneuver his wheelchair throughout the classroom. Paintbrushes and arts drawing materials were modified so my student could use his mouth to draw and paint. Numerous modifications were made to accommodate my learner.
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Wendy Holt Posts: 3
4/28/2019
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Bobby L. came to me as a high school junior with partial hearing loss. His disability affected his learning in my class in several ways; however, my approach to having his disability have the opposite affect took a holistic perspective. My teaching methods encompassed the collaborative input of an IEP team. The classroom environment had to be conducive to his learning needs. Additionally, I needed to self-modify my teaching style to provide him with maximal access to the curriculum.
His learning in my class was based on a “road map” created by a team of experts -from testing results to goals for progress- which in turn added up to my best abilities to convey a program of instruction and supports that met his needs in order to improve and build skills. The IEP team was pivotal in insuring that his disability not affects his learning via strategies and techniques which created the least restrictive posture.
As for the classroom environment, some of the modifications and accommodations included my decorating with rugs and other sound absorption materials. I used a lot of visual supplements (projected materials, whiteboard, charts, vocabulary lists, lecture outlines). I knew fundamental sign language, so I could get his attention, pause and check for understanding. Bobby was given extra time to complete assignments, and he had a buddy note-taker.
Moreover, in order for Bobby’s disability to not affect his learning, I needed to self-modify my teaching style to provide him with maximal access to the curriculum. For example, I was mindful of not talking with my back to the class. I offered pre-tutoring for vocabulary assignments and provided extra practice time. In addition, I developed alternative curriculum. Although I am writing about Bobby L., all my students would have received the same services, or even more, had the modifications been needed for their success.
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elijahmckinnie Posts: 3
5/9/2019
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I had a MS student that was hearing impaired. He was a very smart and intellectual student but had difficult comprehending the instruction whenever he sat in his former location in the classroom. Speaking louder and moving him toward the front of the classroom helped tremendously. Often, I would stand in close proximity to him as I taught the classroom.
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maryparker Posts: 2
5/28/2019
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"Jimmy" is blind and is accompanied by a paraprofessional. I quickly found that being blind only prevented Jimmy from seeing the work, people, environment, etc. His personality and motivation were strengths he brought to the classroom. One of his favorite activities was when we played Kahoot to review our math. His fellow students volunteered to partner with him and would read the choices and guide him to the answer he indicated. There were many times when he would ask his paraprofessional to let him come to class by himself. I regularly affirmed his participation and abilities.
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Katie Holtkamp Posts: 3
6/6/2019
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I had a student on the autism spectrum. She needed plenty of prompts for transition and was successful when part of group work.
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Maureen Tucker Posts: 5
6/13/2019
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Several years ago, my school had an EBD Unit on campus. At that time, the EBD students had all of their core academic classes together, but they were in General Education classes for electives. The major strategy to amend the unpredictable behaviors was through individual counseling, point sheets, and incentives. The incentives were a major tool towards adjusting unwanted behaviors...extra P.E. time, snacks, and remaining in the Gen Ed population for electives. The EBD students had to earn their privileges.
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Michael Everett Posts: 3
6/22/2019
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A few years ago, I had an autistic student that had issues with being able to follow along during instruction. He would get frustrated and would occasionally become a distraction. Looking through his IEP, I saw his scores in reading were good, so I provided him with a written version of the assignment's instructions and requirement prior to instruction. This seemed to help but I still had to assist him at almost every step. I then paired him with a friendly student that would provide help at each step of the lesson. Having both the written instrcutions and pier assistance helped tremendously. Lastly, I have a wall I display student work. I would display his better work on occasion and that provided a strong motivation for him to work on his "off" days.
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Kaitlin Baxter Posts: 3
6/22/2019
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Most recently one of my students with disabilities was learning the choreography to one of the songs he was in in our after school production of Oklahoma. Due to down syndrome he was not physically able to keep up with some of the others and had difficulty remembering what came next. To better include him, I changed some of the steps so 1/2 of the ensemble did a simpler version of what the others were doing. Ultimately this not only better included SW, but other ensemble members were grateful for simpler steps, and it made for more visual dynamics on stage. Another success I found was pairing SW with various buddies near him that could him guide him to his next spot in the routine.
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Meredith Nation Posts: 3
6/24/2019
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I usually have at least 1 severely ADD student per semester. These students find it challenging to listen, sit still, stay on task, persevere and turn in their work.
When I know a student is not a good listener, I will stop while I am explaining to the whole group and ask a quick questions to the student with ADD to remind them that I am talking and to pay attention to what I am saying. When I'm done with group explanation, I re-explain to the student with ADD, giving a chance for them to ask questions and restate the instructions back to me so I can add any additional clarification they may need. Often I am able to have a peer support person who either helps the student with ADD stay on task or alerts me when an intervention is needed.
I have "studio assistance" tasks for these students to do when they struggle to stay seated, for instance organizing markers back into their colored bins. I provide tall stools and a counter level desk so students can stand and work. I have had students move their seat several times during a class (90 minute classes) to change their environment and refocus. If the student is not a big talker, I will suggest they walk around the room and look at other student progress so they can see the potential if they stick with their own work.
Students are required to photograph their completed artwork using an iPad in class. This is always a challenge for students who struggle with finishing projects. I notice they lose interest in their work the moment it is done. I provide verbal encouragement and praise as a reminder to submit their photo, saying things like, "I can't wait to see how great that looks in the photo you send me!"
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Sally Linfield Posts: 3
6/24/2019
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Over the years I have had many students with various disabilities. Rather than focus on one student, I would like to comment about what they all seemed to have in common. A need to belong and to be accepted.
In middle school, students care very much how others their age perceive them. While they do care what their teachers think, their peers are often more important. Because of that, I try to foster understanding, integration and acceptance
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If a disability becomes an issue to the class dynamic, it is often a good idea, with permission, to explain it to the other students, so that they can think about the situation from an informed perspective. I also try to allow each student to be integrated as much as possible in the class activity, only changing what is necessary to allow the individual to feel included. Finally, I do not want to blow the situation out of proportion by making a big deal out of modifications. I try to make interventions seamless and subtle.
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