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Administrator Administrator Posts: 18
4/11/2016
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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.
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C. Robb Posts: 3
6/5/2016
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I had 3 students this year with a learning disability-they were Autistic. Several of my lesson plans-projects involve multiple steps in creating the artwork so these students didn't always understand all the steps or remember all the steps in order. To help them, I gave them written instructions with pictures on the steps for these students to be able to follow. I shortened the wording on the steps and added pictures and put them in a binder for these students to refer to as needed. They could also use these written instructions with pictures in their sketchbooks too. In addition to verbally giving the students instructions, I modeled the steps and gave written instructions to my students. With my 3 students I also would check in with them frequently and paired them up with a buddy at their table to also assist if needed.
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Jill wright Posts: 1
6/10/2016
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I have a student in two of my art classes who is selectively mute. First of all, her parents provided all of her educators with information so we could be informed. She is a delightful student, and we have developed codes and. Undies to assist. She carries a small notepad for when she has a question. There is a student that sits with her who will talk for her when we have oral presentations. This girl is an amazing artist, and in the school year I have learned how to anticipate questions or issues she might have. The amazing thing is that she actually laughed out loud in class one day! The class has been accepting of her and we all really like having her in art! This year, she had two pieces in the county art show, won a best of the best award, and was "most dedicated art student." None of this was handed to her because of her SLD, but because she earned it.
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Ed Anderson Posts: 3
10/17/2016
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I had a student who was deaf in a general music class. I placed a bass speaker underneath her chair so that she could feel the rhythm of the songs and the entire class learned to do the songs in sign language.
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Brian Hubbard Posts: 6
7/29/2017
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Renee Reyes wrote:
This year, I had a student in my ceramics class with autism. She loved to draw and really wanted to work with clay too. She was able to create most of the projects the students were making. She was very engaged in the process of creating, but needed one on one assistance. I was able to partner her with another student to assist her. We often incorporated themes in her artwork to reflect her likes and interests.
I also work with ceramics at my school and use this strategy with any of my student who I find are struggling with the clay process. Pairing students with other students is very beneficial to their learning gains.
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Jeffrey Huebner Posts: 3
7/31/2017
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Last year i had a visually impaired student in my pottery class for the first time. I was not sure how to handle it at first since most of my demonstrations are mostly visual. She was very interested in the class and the medium and that made it fun for me and her to come up with different strategies for success. The best accommodation was peer assistance. She was very social and the other students in the class were eager to help her selecting tools, finding materials, and putting things away. The actual making of pottery came easily to her once she had the correct items.
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Richard Jansen Posts: 6
1/10/2018
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I remember a student with Autism. He was extremely intelligent and quite meticulous about everything he did, but there were times when he was not as focused as he could be or he became fixated on small details that would prevent him from quickly completing an assigned task. (He would not often require extra time to complete an assignment or a test but of course when necessary it was provided.) I honestly found that listening to his concerns and offering words of encouragement would help him "let go" and move on to expedite completion. it took time but he did improve! I have heard from him several times since his graduation and he's always happy to catch me up on what he's working on in college. I'm very proud of him.
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Richard Jansen Posts: 6
1/10/2018
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Chris Oxford wrote:
I have had a few interesting cases over the last few years that I experienced for the first time regarding students with disabilities. For this discussion, I would like to discuss one in particular - I have had a Hard-Of-Hearing student, and an interpreter came with the student to class everyday. She and I would discuss the lesson plans of the day, collaborate on instructional ideas and deliveries, and it was a real lesson for me. It was good for the student to also branch out and work with peer groups, as I am sure it helped not only his confidence but his social skills and educational skills for the course.
Great job, Chris! I have yet to have a Hard-of-Hearing student but it sounds as if was handled well and also mutually beneficial. Keep up the good work!
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Teresa Zemaitis Posts: 4
7/8/2019
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- At the end of unit, I asked students to complete a graphic organizer to demonstrate their understanding of the content. A girl who had ADHD and could become very disruptive did not want to do the assignment. I recognized it was not active enough for her. I asked her what she had in mind. She wanted to perform a rap song. I agreed with the stipulation that the song had to be planned and hit all the same points that would have appeared on the graphic organizer. She was so excited to write and perform the song for the class that she did not realize she did way more work than everyone else. (That same girl is now a Master Drill Sergeant in the U.S. Army!)
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Salvatore James Gulino Posts: 3
2/16/2021
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- 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. *I have allowed students to use an iPad or devise to draw and plan for projects, and/or take notes.
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Salvatore James Gulino Posts: 3
2/16/2021
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities. *I build in a floor for every assessment based on the course level and reasonable expectations therein. For example the floor grade for an intro class might be 70% for participating and completing a project, no matter the technical skill, craftsmanship, creativity, or overall aesthetic value. Often for students with disabilities that floor will be set at 90%.
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Jessica Greenberg Posts: 3
5/4/2021
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I have had numerous ASD students in all different levels of art through the years including the current one. I have three autistic students this year - two in Art 2 who is on-campus and one in AP Design who is virtual (briefly on-campus then switched back). One of the students in Art 2 comes to school everyday but does very little while in class. I encourage him to take out his supplies and work but he only does so for a short period of time. He still does well in the class because his mom works with him and helps explain the assignments. She and I have communicated many times throughout the year regarding project and modifications so it has worked out ok. The other student in 2D 2 did very little in the beginning of the year - nothing when we were only virtual- and when we returned there were some issues of him keeping his mask on. The school put a para in the room with him and that seemed to help him get back on track, partly because he didn't want her there. So now he communicates more and shows me the work he is producing. The third student is virtual and in AP. The beginning was tricky. His skill level isn't really up to AP standards and he doesn't take constructive criticism well but I think we've figured out a way to work together. The parent, student and I had a conference to try to smooth things out as the parent told me her son thought I hated him (obviously not the case!). I had to adjust the way I give suggestions and make sure I comment on something done well. The mom said she read feedback over her son's shoulder and he had a big smile on his face because of praise I gave him. He's become more communicative in asking for accommodations and even shared that it was his birthday during roll call. I call it a win!
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Colby DeGraaf Posts: 3
3/27/2022
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I have a student that is D/HH in my Drawing 1 class and needs to wear a hearing device to amplify sound. In effort to make sure the student understands what is covered in each lesson, the student's seating assignment is directly across from my desk. Each time I confirm whether or not the student heard and understands the information, that student has always said the information could be heard and understood.
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lisa akers Posts: 3
6/25/2022
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I teach middle school Visual Arts, Studio Arts, Pre-Ap Art, and Digital Arts, and can have anywhere from 26 to 40 students in a given class, with 6 classes at 45 minutes. There can be students with varying disabilities, behavior specialties, ASD, ADHD/ADD, Gifted, medical, etc. Every student is unique and special. This year we had many classes filled with anxiety issues, students who were exploring gender, curious about gender, and confused about choosing gender. A wonderful tool that we utilize in art, is the art journal and this has allowed the students to thrive and really explore freely who they are, and experiment and collaborate with their table mates and friends. Usually, if a student is experiencing any kind of sense of seeing things differently or issues with understanding and clarification, working in teams or tables has really brought out the best of all students to be able to scaffold, chunk, and collaborate their learning strategies, understanding and desire to pair and share what they know and have learned. Allowing students with ADHD/ or ADD to work in teams is wonderful for giving leadership and responsibility and allowing freedom of movement and choice to help others and to explore their own creativity, and individual ideas, and giving them movement to stimulate them.
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Candyce Nelson Posts: 2
7/8/2022
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I had a student with a hearing impairment. Their hearing loss was moderate, but it made it difficult for them to participate in discussion and understand instruction. We used assistive technology in the form of an FM that connected to the student’s hearing aid. I would wear this at all times during the class to ensure the student could hear me from any point in the room.
I also sat this student toward the front of the room where I do my demonstrations and presentations. In addition, I ensured that the student was seated with a partner they were comfortable with who would help with any information the student may have missed. Directions were written on the board clearly and Concisely, focusing only on important information so that it can be referenced at any point during the lesson.
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Jeanne Hayslip Posts: 8
9/21/2022
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Teaching high school art, a student with the physical disability of color blindness was not able to create a color chart. Teaming up in a cooperative learning group, the student adapted to the challenge of the project by mixing the colors shades and hues for the team chart. He and his classmates both benefited from the project in that they were able to understand how he saw color through discussions with him. They attempted to describe colors such as green and red and found that likewise challenging other than describing the colors as "grass" green and "flowerlike" red, which they realized were not clear explanation.
The same student found his visual disability beneficial when it enabled him to effortlessly engage in a follow up assignment which was to paint a still life using just one color, allowing only the mixture of white and black to show shadows, shape, and texture. Whether he used blue or red made little difference, although the students who could detect the full range of color were initially challenged when limited to one.
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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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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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janet tucker Posts: 3
6/8/2016
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I had a student with autism in my 3-D studio class that did repetitive drawing of his idea in his sketchbook over and over again. I praised this student for his work and encouraged him to change his drawing each time so his work developed in complexity over time. When transitioning his idea into a sculpture or ceramic form, I showed him examples of how he could add to his 3-D work so his result would come out different every time. He kept a log of his drawings and the changes he made to them in his sketchbook. He was seated with students that encouraged him to try a new approach to his work. We ended the school year by creating a ceramic mural on the patio of our school. This student made his "transformed" idea out of clay that was incorporated into the mural and became a permanent part of our campus design.
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Jayce Ganchou Posts: 5
5/17/2016
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I had a Student with MS in my drawing class. I had to help him set up his pencils board etc. I adapted a drawing board to fit to his wheel chair in order for him to be close to his work and freedom to draw. He was in early stage and had pretty good range of motion in his arms but his hands had a hard time picking up and gripping the pencils and holding on to them. I had foam adapters to put on the pencils and had to help him sharpen them and occasionally help rotate his drawing board. I allowed him to scale the size of his subject matter from the rest of the class but once he got going his attention to detail was great and he was able to work as long as I or his aid stayed close by for some assistance with tools or board.
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jg
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