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Jaquelyn Brown Posts: 3
11/2/2019
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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.
I had a student who had Asperger's. He was incredibly bright and witty. As a first grader, he was probably smarter than I was in most subjects. However, emotionally and socially he struggled. If the schedule was changed or interrupted, it caused him to melt down and lose focus. Every morning we said the Pledge of Allegiance. If he was late, I would hear him running down the hallway, he did not like to miss saying the pledge. So, even if it was over, I would allow him and any classmate who wanted to say it again, say it with him. This was a simple thing, but it helped him start his day off right. I would give him time reminders and heads up before transitioning. I put a check list on his desk of what he needed to do for the morning and afternoon routines. Playground time was especially difficult for him because of peer interactions. We brought in a behavior specialist to help him learn how to best interact with his peers. The behavior specialist also helped the classmates know how to interact with him. Midway through the school year he had his group of friends that all enjoyed playing together.
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Kathleen Holmes Posts: 4
11/7/2019
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I have a student with motor skill issues. I have found that using music stands to hold her textbook works well. When she plays Orff instruments, I put the instrument up on a table so she can sit in a chair while playing. I usually pull off the bars that are unneeded so it is easier for her. I give her a simplified pattern to play. I have adaptive mallets that are better for her to hold. She loves playing the xylophones. Next year we will begin using recorders. I will have to do some brainstorming on how to help her feel successful. It will be a big challenge for her.
edited by Kathleen Holmes on 11/7/2019
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Kathleen Holmes Posts: 4
11/7/2019
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I have an autistic student in Kindergarten who tended to wander around during my class. She would not engage in the lesson at all. I found a plastic toy ukulele at the dollar store that does not make very much sound that I gave to this student to help encourage her to sit on her square and participate. Now she holds it and plays it all through class and has started to participate in our classroom activities.
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Jessica Marmorale Posts: 1
11/15/2019
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Currently I have a student with a hearing disability (HH). The impact on the student and their learning due to the disability is clearly evident in our day to day activities. At the beginning of the year we focused on seat placement so that the student is in the optimal area for the little hearing they have. We also worked on having a seat buddy for any missed instruction or confusion. Some of the issues we work with on a daily basis is making sure instructions are heard/understood. I have added additional information on my board so that the student doesn't feel like they have to constantly ask questions. I have also started to redescribed directions closely once I am done addressing the class. This keeps the embarrassment the students sometimes finds down to minimum. Lastly, the student has also been keeping a little written dialog sheet that they can leave on my desk and we use this as a quiet way to discuss any issue without having to announce what is going on to the whole class.
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jennifer viola Posts: 2
12/2/2019
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I had a high school student with autism who was difficult to handle because of her emotional outbursts when she could not do things her own way. Peer students would often step in to help her calm down. She liked the attention from peers more than she appreciated my help. I often relied on the students to give her advice. This helped her social skills and got her under control emotionally.
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Dennis Cavanaugh Posts: 1
12/3/2019
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Previously, I had a severely disabled autistic student who was non-verbal. Because she could walk around the class and not harass other students I allowed her to walk around the classroom. One day while I was playing the piano she began to dance in time with the music. As she began to get more comfortable and confident, she, eventually, actually sang a note on pitch, at the correct time, and using the proper vowel sound. On that day I discovered that she was a soprano because she sang a B flat above the staff. I believe that giving her a chance to move her whole body through time and music allowed her to focus and predict an appropriate vocal response.
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Ted LoCascio Posts: 3
12/11/2019
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Over the years I have had several students with autism spectrum disorder. The spectrum is wide, and therefore, some of these students were highly proficient and others were not. I always offered these students the opportunity to participate in every project the class was working on; however, if a student with modifications needed them, I would either alter the assignment or offer them an alternate activity. In most cases, these students were able to complete art projects successfuly with some one-on-one help from me and/or an ESE assistant.
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Kelly Metevia Posts: 3
12/16/2019
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I had a student with Cerebral Palsy. He was unable to write on paper and was allowed to type on a device. This allowed him to work well with his peers and still share ideas. He also was unable to hold video cameras, but was able to take on the majority of the planning for his groups and act as a director. This allowed him to still feel important and be an active contributor to the group. He was also able to edit on a computer and could aid in that task with his group as well. He blended seamlessly in the class once he and other students understood what he would be doing and how it would contribute to the overall product.
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Sally Logan Posts: 3
1/9/2020
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I have a student that can not hold a pencil or anything in his hand to write with. I let him use a I pad to draw, take notes and create with in class. This works very well for him and he is very proud of what he can create. Sometimes other students ask if they can be like him and use the Ipad which makes him feel really good.
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emily vanwey-schell Posts: 3
1/9/2020
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I have a student with multiple personality disorder. She gets agitated easily , but loves to feel like she is clicking and joining in with other students. I have seated her with a few very patient and kind students who include her in their group when working. She is a gifted artist and most of the time is very happy to create 3-d projects out of clay with little help. I guide her and redirect when necessary. Our class has made her feel like she belongs by including her and not making her disorder a defining factor.
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dorothy cory Posts: 3
1/12/2020
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I had an ELL VI impaired second grader in art class. We were learning about organic and geometric shapes. The student's were learning shapes,proportion and size by creating a scene with a tree and a house and relating the change in seasons with how to draw the shape of a tree and house. My student was blind since birth and could not see how big a tree is, it's size or what shape it would be. I used Mnemonic strategies of instruction by drawing a large tree with glue by applying the glue the night before onto construction paper. When the glue dried it left a raised line to follow with the students fingers and hand, she was able to paint between the lines, we also took a nature walk and collected a collage of leaves, bark and acorns for tactile learning and she glued them onto her story art. The student used a stencil for the house and created her own story by making Braille task cards and cue cards and mounted the cards in Braille onto the mat of the artwork. The Elements of Art were also drawn with glue onto a student made Braille cue card.
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dorothy cory Posts: 3
1/12/2020
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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.
I have a InD sith grade student who has trouble writing and reading from the board. I made copies of the board work and the student highlights the main vocabulary from the board work. I made Que cards of that are also available of the vocabulary and the seven Elements of Art so he is able to know which Element of Art we are studying.
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dorothy cory Posts: 3
1/12/2020
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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. "Music is instrumental"
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Jessica Phillips Posts: 3
1/16/2020
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I had a student who was on the Autism Spectrum, and was very talented in art. My classroom was a good outlet for him compared to the rest of his school day. His seat was close to my desk so that I could be available when he needed assistance. He was able to work at his own pace and had a variety of choices for materials. I also gave him print outs of my presentations and went over them with him. Overall he did very well in class and when I attended IEP meetings it helped the mood and to show his strengths.
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Tim Kuchta Posts: 4
1/18/2020
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I have a student who is hard of hearing and wears an in ear speaker connected to a microphone I wear. When the entire class sings or plays, it can be very difficult for her to really hear everything and know if she is singing or plyaing correctly. I worked out some simple hand symbols with her to accommodate her needs.When I place a finger right below my ear, this is me asking if she can hear everything ok. Thumbs up means yes, thumbs down means no. If she is having any issues hearing, she uses a non-verbal motion we worked out to let me know, then I can either repeat the info, or have her peer support student help her. I also have her sit near me and next to a very involved and helpful student if so she can assistance quickly.
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Sally Palmer Posts: 3
1/18/2020
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I began teaching a student in music class when he was in Kindergarten. He would come into the Kindergarten classroom and hide under the reading table. Sometimes he would scream. He was placed in child study and was placed in our EBD cluster. Now he is in Fifth Grade. He has been placed in the music class with 29 fifth grade students. In August we played the ukulele in music class. I had him sit next to me because I wanted to be there to help him if he needed it. I think he liked it because he did ask me many questions about playing the ukulele, He did a great job playing the ukulele and earned an A on his final exam on the ukulele.
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Sally Palmer
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Donna Kruithof Posts: 3
1/20/2020
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I have a student who is E/BD and autistic. She is frequently angry and accusatory towards me and ignores instruction to just draw whatever she wants. When I try to talk to her, she claims that she never received materials or instruction and/or that I lost her work. It is very frustrating to have a student be verbally abusive towards me and refuse to do work. I am still trying to reach this student - some days she seems willing to try, but usually she either ignores anyone/everyone to draw or yells. My responses have been to try to stay calm and focused and let her know that if she refuses to do the work, she is choosing to get a zero as a grade. I have offered her the option of changing up the work, extended time, and peer help. There are 32 students in the class, and she is a definite challenge.
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Ingrid Givler Posts: 3
1/20/2020
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I have an autistic student who does not communicate very well. His speech is limited and when he does talk to me it is hard to understand what he is saying. His motor skills are also awkward. At first I observed him to see how he was following my art lesson and he was just sitting there quietly but not doing anything. I went over to him and picked up the paintbrush and showed him how to dip it into the water, then to the paint and paint a line on his paper. Then I told him "You do it!" and he did. It was awesome to watch his excitement and he was very careful about washing the brush. Since then I either demonstrate with simple steps or have a peer buddy work with him. Last week I was demonstrating how to draw something on the doc cam and had left it up and he carefully drew on his paper the drawing without needing any prompting from me. He has come a long way from just drawing lines across his paper. I think having structure, using visuals and simplifying tasks with repetition has helped make him successful.
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Amy Williams Posts: 1
1/21/2020
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I often get students with disabilities and especially since they have "main-streamed" the "Pod" students. I often adjust the assignments so there is less quantity or give them less tasks to complete. This works out well because they can still prove that they know the content but may not work as fast of have the ability to keep pace with their peers.
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Amy J Williams Posts: 3
2/4/2020
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I teach in a virtual environment and we have a high number of students that come to us because they have disabilities and were not successful in their previous schools. Out of 50 homeroom students, currently, 3 are on the spectrum, 1 has TBI, 1 has sickle cell (OHI), several have anxiety or add diagnoses and a couple also have behavioral issues that resulted in being expelled from last schools. This creates the need for modification and accommodations in almost every lesson or activity. Luckily, the students work from home and get to utilize many of the strategies and accommodations listed on IEPs daily as needed. I attend many IEP/504 meetings weekly and have become very familiar with the child find process as well.
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