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Jodi Lubrant Posts: 6
10/20/2016
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I had a student who was legally blind in my art classroom. He was very eager to participate and please his teachers. I sat him in the front of the room and created examples for him that were bigger and put them on his table for him to follow. I did a lot of one on one direction with him and always had helpful students sit at his table. Although his artwork wasn't always the best, he understood the concepts being taught and enjoyed creating and using the different supplies that were given to him.
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Caitlyn Bucalo Posts: 3
11/21/2016
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I have a child with ASD. I have learned that he doesn't like writing down his answers, so I let him draw what he wants to answer the question. I then have him explain to me his drawing and I grade it based on his explanation and drawing of his answer.
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Deborah Scarbrough Posts: 5
12/5/2016
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.I have a 5th grade student with Aspergers, who also has a learning disability. I have him do short exit tickets. One recent exit ticket was to respond to a picture of Van Gogh's Bedroom. Instead of a lengthy compare and contrast of the three bedroom paintings, I had him choose one and respond on a large post it note. He wrote how that picture made him feel and why.
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Sarah Harris Posts: 3
12/22/2016
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For project assignments I give students a check list of things their project must have. For my CBS classes I teach the same grade level lesson, but I modify the assessment check list sheet. For example if my regular 3 grade class's check list had 5 items to check off my CBS sheet might only have 2 or 3. This allows these students to be mainstreamed for art and participate with their grad level peers without them feeling overwhelmed or frustrated.
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Jennifer Furr Posts: 3
3/2/2017
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I have two different sections of EBD students. One thing I allow several of the boys to do on many drawing assignments, is to take a drawing book back with them to their classroom when they don't finish on time, so they have extended time and feel more comfortable working in their normal environment. I have an ESE student in 3rd grade that I modify many assignments for. He is not really comfortable with drawing, so if the rest of the class has a drawing assignment, I will allow him to do something similar with collage, since he likes to cut.
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Kristal Petruzzi Posts: 4
3/9/2017
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I have worked with students in many various areas of ability. I have found that providing visual cue cards can help to "jog" memory about a certain artist, technique, or principle/element. Utilizing exit tickets, and allowing the students to utilize these visual cue cards provides a security that seems to help with assessment.
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Kelly Warne Posts: 3
3/22/2017
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1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I have a students ELL and SLD who struggle when filling out the exit slips or written assessments on our daily learning and projects. I will access their progress after a time has elapsed, if I see they can not write the answer to move to the next activity, I will have them tell me and write it for them.
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Jodi Lubrant Posts: 6
4/4/2017
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At the end of the year in my 3rd-5th grade classes we go over the elements and principles of design we have been working on all year as a review for the EOC we are required to give students. We play a game on the laptops called Kahoot and students pair up. I tend to pair a student with a disability with a non disability student and they work together to come up with the answers to the questions. My students that are on the autism spectrum or have ADHD are very successful with this study activity because it is engaging and anonymous and fast paced. Working with their peers help with the anxiety of answer questions alone.
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Ron Lambert Posts: 6
4/4/2017
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- Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
For this answer, I accessed language directly from our required reading, Accomodations.
- 1. For students with visual impairments, a functional vision and learning media assessment can be used to determine the specialized format that is right for the student. These assessments evaluate how a student accesses, or may need to learn to access, printed information using objective data on reading skills, preferred format or mode for reading, and identification of other ways the student gathers information, such as by listening
- 2. Tactile tools and materials include raised line or braille embossed number line, tactile graphic forms, geo board, manipulatives for counting and number systems, tactile and braille rulers and protractors, and clocks with braille numerals (APH, 1997; Texas School for the Blind and Visually Impaired, 2002, July 30).
- 3. As I mentioned before, Tactile Formats greatly aid students Unable to see print.
- My VI student Brandon uses tactile Braille formats (he wrote a touching letter telling me I was his favorite teacher and he loved my class the most in Braille!!!!) Refreshable braille display, Nemeth Braille Code and Tactile graphic images.
- Real objects like the Piano, Saxophone and Drumsticks are great assessment instruments because the technique displayed by the student is easily seen by the teacher. I enjoy watching his growth, and formative and summative assessments have been outstanding for him. He is at the top of the curve in my room!
--
William Ronald Lambert
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Jodi Lubrant Posts: 6
4/10/2017
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I have students use curriculum binders for art. This is where the students write vocabulary and practice elements and principles that we are working on. When students turn in their artwork which is evaluated throughout the time of the project and guided through as needed, they go back into their curriculum binders and either write out a description of what they worked on and why or they draw me another example of the element or principle they were working on. This allows me to help all students with and without disabilities to further gain understanding of the concept being taught.
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Rebecca J Heron Posts: 3
4/27/2017
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I have some students model a vocabulary word instead of trying to write a definition. They then make a poster depicting the meaning of the word.
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Christian Wicklein Posts: 3
5/2/2017
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2. Think of a student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her learning.
This school year I've begun using "response" and "exit" cards with a 3rd grade ASD student that has communication and language issues. At first I started by using response cards that were very simple responses using pictures that the student could circle. I used clip art & photos with PowerPoint printed out for the cards. Once the student saw it was part of the routine it became successful. It did take time though. Eventually I started using "exit" cards as way of assessing the student's attention to what was being discussed in the class. The concepts were simplified, such as circle the warm colors on the sheet, or circle the geometric shapes. This has been an excellent way to monitor what the student is getting out of the class. It also has drawn my attention more to clarifying concepts for the student during class.
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Timothy Kenney Posts: 3
5/3/2017
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I have had several SLD students that I have provided accommodations while testing. For example highlighting the directions, limiting the number of assessment items and providing additional time and support to accurately reflect what the students true ability is on an assessment.
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Tammy Daddis Posts: 3
5/3/2017
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I have a student with SLD and ADHD and the accommodations I make for her are testing her at a table with me. I highlight important instructions and I also read them aloud to her. She has as much time as needed to complete the assessment and if the assessment is lengthy and I know that she will not maintain her attention I shorten it for her and give her a few bathroom breaks in between.
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James Miller Posts: 3
5/14/2017
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My classroom students tend to have more mental disabilities is throughout the grade levels k-5. Pr-assessment is essential especially when you are replacing an art teacher and you do not know what levels of mastery or comprehension of techniques that are needed for any student to work with confidence.
For ongoing assessment, I like to use magnet shapes and dry eraser boards. The students feel safer when they are figuring out the concept of the unit without committing to their own paper first. I also find computer interactive programs give students a chance to understand the concepts in an arena they feel comfortable. The assumptive assessment is a given in the arts because the proof is in the pudding so to speak and who doesn’t love pudding .
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Nicole Bennett Posts: 4
5/14/2017
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
All of my students, may take their playing tests in class, before/ after school, or at home by recording themselves and then emailing the video to me. Students may also choose to retake their playing test as many times as needed, making improvements along the way, until they master the task or receive a grade with which they are happy.
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Jo Davidsmeyer Posts: 4
5/17/2017
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WHere is this discussion question?
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.I'll answer it here, because I can't find where it goes.
An adapted assessment I used in my computer instruction class was with a student who had fine motor problems and a malformed left hand. She had great difficulty using a standard keyboard. For her work in class, I was able to get a large tablet computer with an on-screen keyboard. She was able to use the onscreen keyboard without any difficulty. So for the typing assessment she used the tablet as opposed to the desktop computer.
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Agatha Christine Posts: 3
5/23/2017
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I use self-reflections on the back of each finished project. Students are asked to assess themselves on a rubrix outlining the dominant element & principle of the project and writing a statement to support their assessment. For my ASD students i have a rubrix that uses visual symbols and emojis and they can circle their responses.
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Michelle Gorman Posts: 3
5/31/2017
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
My third graders work on various projects using line and shapes. One student is VI and needs bright contrast and bold letters, shapes and lines to see what I am teaching. During the pre-assessment it was necessary to make 2 large charts with lines and shapes for him to use. It was best to use heavy crayon since the wax was easy to feel on the chart. His student care attendant was able to guide him to the particular chart that we were covering for that lesson. As the lesson went into a project, the VI student was able to use his chart and make shapes and lines on his project. Although the on-going assessment was particularly challenging for this student, he was able to revert back to his chart and his project to identify the objective for the lesson.
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Barbara Stroer Posts: 3
6/1/2017
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1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I have a student with Visual impairment. Whenever we have questions posted for them to respond to, I will read them out loud. For written assessments, I print them out in an extra large font for her to use. She is able to write her responses normally.
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