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Amy McGinley Posts: 4
11/16/2020
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I had a student with severe ASD. We made sure that he had his own items in the art room to use ase everything went in his mouth. We gave him infant toys to hold and mouth while he drew with the other hand. We also gave him larger crayons and pencils as they were easier for him to grasp. Getting him to focus on/attend to a task for any length of time was one of the goals in his IEP.
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Sarah Saczynski Posts: 2
11/19/2020
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I use the large crayons, too!
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Amy McGinley Posts: 4
11/20/2020
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I have generally looked at the process for my students with disabilities, rather than the product. I've also used more of a listening process and engaged them in conversation as they have worked on and after they have completed projects to assess retention of what I was teaching.
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Anita Bloom Posts: 2
11/29/2020
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An adaptive assessment I have used with a student with disabilities is a rubric with pictorial guidelines. An example would be several examples with visuals to check like.... Did you include 2 cool colors with a visual example of cool colors. Detailed visual ruberics can help a student to identify key components they may need to include or add.
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Rachelle Hebert Posts: 3
12/6/2020
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I have a third grade student who struggles to remember steps and procedures. I provide this student directions with pictures and/or diagrams that may be referred to throughout the assessment. This student also struggles with self control and maintaining focus on the task. This student has preferential seating near an uncluttered spot in the classroom so that he/she may take short breaks and also take the opportunity for movement. Another "take a break" spot is designated in the classroom with less visual stimulation so that if needed the student may take a longer break to refocus if necessary.
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Rachelle Hebert
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Jennifer Wise Posts: 3
12/29/2020
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I have a group of students who come to my room from the self contained ASD unit. Most of them are limited verbal so I ask them questions with two or three choices and they answer by touching my hand or pointing to their choice. I usually will start the rest of the class and then go check in with those students to check their understanding. For the most part the rest of my students answer short exit tickets or I conduct short interviews while they work.
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Suzanne Williams Posts: 3
1/13/2021
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have a group of students who come to my art room from their self-contained ASD class. They are mainstreamed for specials (art, music and PE) with a kindergarten class. When teaching the students the basic elements of line and shapes, the rest of the students are drawing the lines and shapes with crayons as we discuss them. For my ASD students, most of whom are non-verbal, they often have a hard time holding a crayon or pencil for long periods of time. With their classroom aide's assistance, I allow these students to mimic what I draw on the smart board using an adaptive drawing program on the ipad. This allows them to learn the basic shapes and lines on a different scale, oftentimes drawing them out with their fingers, rather than the traditional crayons or pencils that the traditional students use.
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Nanette Dailey Posts: 4
2/13/2021
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I currently have a 5th grade student who is in her second year of Art with me in an E learning environment with about 10 other students. She came last year partially into the school year in a live classroom. I noticed immediately that she had a fear of performance and woud often become sad and cray and needed one on one small group instruction due to her Intellectual disability of being unable to process information similiar to an average student's ability to follow directions with little to no extra prompts. She was often overwhelmed and would cry or shut down as her self esteem and confidence lacked in making creative choices it was extremely difficult for her due to her processing problems, and lack of a development of prior skills in Art. I assured her with constant positive feedback that she would be capable of creating independently when she worked on developing some strategies and skills over time. I told her that after I presented the lesson I would assist her with an accommocadation of one on one assistance as well a peer support when she was ready. I moved her close to the front of the room so I could gesture positive body language during my class presentation. I assured her to do her best to listen then I would come and assist after. I broke the lesson into smaller steps and gave her a choice of an art supply that she felt more comfortable using. I encouraged her to try and reach out if she got lost, I would come back and present the next step and so on. I rewarded her as she achieved with praise and "Art Tickets" (which can be used for art prize drawings). She began to develop self confidence and routines which eased her anxiety as she practiced them. I encouraged her to share her accomplishments, other students did as well which motivated her greatly.Her self esteem grew as she began reflecting on her work she could see her progress and was proud of her achievement. This year she shares consistently and is ahead of my other students. Her artwork and her creative process and self esteem improved in every subject area as well. I do feel Art gave her the confidence to advocate for herself in a positve way. I recently nomiated her for the Arts4all VSA award and presented her with a certificate and an Art Prize from me for all of her efforts. (I am hoping she may win the state nomination).
She is now inspiring me with constant enthusiasm to show me how good she is at art, Wow!
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Max Cordell Posts: 7
2/14/2021
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I have a student with some learning disability in percussion. The more complicated mallet parts and snare parts in band are a little beyond her unless they are very easy. The solution that I used was first of all to give her extra help after school. When it became apparent that even that was not enough I gave her easy auxiliary parts and she seems happy to be able to contribute at the easier level..
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Max Cordell
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Lisa Dizengoff Posts: 5
2/16/2021
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Integrating music especially in Science, affords students a freedom, creativity and sense of positivity. Students have created rap songs and pnemonics to demonstrate their understanding of concepts.
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Jody Dragon Posts: 5
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 have a 4th grade student with ODD (oppositional defiant disorder). When he gets overwhelmed and/or frustrated he disrupts the class, shouts, breaks pencils/supplies and crumples up his paper or will not participate. I am using strategies that have dramatically improved his behavior in art class. I use proximity with him to keep him on task and to attend to him quicker when he starts to get frustrated-before he is really worked up, to avoid reprimanding him and triggering his behaviors. I always give him some one on one attention after I give directions to check in and see if he understands the directions or if he needs clarification. We have begun to form a trust between us. He knows that I believe in him and that my expectations are positive. I frequently compliment his work and behavior whenever I can. The positive feedback has been increasing his self esteem and his willingness to take risks. This has culminated in him producing work to assess when before he did not participate.
edited by Jody Dragon on 2/16/2021
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April Morales Posts: 3
2/17/2021
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"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."
I had a student who is blind and has a degenerative disease that requires her to stay in a wheelchair during the school day. I often paired her with a peer buddy who would help her navigate through scene work. I sometimes had her do an original interpretation of the assigned performance. And when we did movement work, I gave her verbal cues to follow along with arm choreography. She did very well with the class and enjoyed it very much.
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Christopher Hunt Posts: 4
2/18/2021
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I had a student with severe ASD. Any objects on the table when he arrived would go into his mouth. He would eat crayons and chew pencils all the way down to the lead. We gave him rubber toys to hold and chew on while he drew with the other hand. Getting him to focus on a task for any length of time was one of the goals in his IEP and not put objects in his mouth.
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Sheryl Snow Posts: 5
2/18/2021
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An intermediate student who struggles with ADHD maintains an art portfolio that allows him to see how he is progressing on his level of performance throughout the year. When he creates artwork that is clearly below his personal level of achievement, he is encouraged to go back through his portfolio to review his previous works. He is then encouraged to create a new piece of art that better reflects his personal abilities. Once he has created a second piece, he compares the two and chooses which piece will be placed in his portfolio.
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Sheryl Snow Posts: 5
2/18/2021
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Deborah Scarbrough wrote:
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.
Thank you so much for posting this suggestion. This was a strategy I hadn't thought of, and I can see how I can use it successfully in my classroom with some specific students. This is a great way to shorten the exit ticket to show mastery.
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Christopher Hunt Posts: 4
2/19/2021
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For SLD students, I # the steps and include a visual symbol or pic. I enlarge these steps on a poster maker at school and post in front of the classroom. All students can benefit from this poster including the SLD student(s). I also demonstrate using my Elmo/Ladybug projector. The poster helps the student check his steps if he gets confused during the process. The completed project is the assessment. If the student followed the steps, the project will be successful.
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Nora Tran Posts: 3
2/22/2021
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In the past when I have had ADHD students, I usually have them sit closer to me and put good role models around them. I do a lot of eye contact/proximity control with them. I often give them a chance to move around the room by allowing them to distribute material.
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Julie Stimson Posts: 3
3/1/2021
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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. For art, I generally use the student's product or work example to assess their understanding, abilities, and learning. Often, at the beginning of the year, I start with basic skills I want my ESE students to know. I use exercises such as cutting worksheets, coloring sheets, and tracing activities to assess the students' readiness and their abilities. Once I am fully familiar with each student's abilities, I can then customize each art lesson for them, differentiating materials and responses for each child. Students who enter my art program late in the year or who are new will have to create product or work examples for me to develop appropriate accommodations or differentiation. We use portfolios to collect and store student work for a summative assessment of progress at the end of the year. The students often enjoy seeing their growth in this manner.
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. I have had multiple students on the spectrum, who will not perform in the art classroom if their own unique interests are not expressed. In this case, I would allow the student time to complete what I call a "free drawing" or a drawing that showcases their interests. They have flexibility in materials, subject matter, and style. Once I have this product, I can use it as pre-assessment material for developing content that the student will be likely to be engaged with. I remember I had a student who loved clocks and Charlie brown. When his class was tackling the skill of cutting, I remember creating a pre-drawn template sheet featuring his favorite characters from the Peanuts cartoon. I also introduced him to the artist, Salvador Dali, who is famous for painting melting clocks in his surreal artwork. Another assessment technique that my swd students enjoy using is the smartboard for performance based assessment. Often, I will call each student up to draw an example of a shape in front of his/her classmates. They enjoy the activity and I can quickly assess who knows their shapes (or colors, or lines, etc.)
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Hannah Whitesell Posts: 3
3/4/2021
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I have used exit tickets for students to show what they know after a lesson. I have also created sample exit tickets with the learning goals attached to guide the student's answers. They are able to use the KWL chart on the board as a starting point. This also allows them to activate prior knowledge and think about previous lessons that relate.
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Virginia Carr Posts: 6
3/6/2021
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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.
In art class for my ESE contained artists I go to their classroom on a cart. They have their own materials as requested at the beginning of the year. I begin by capturing their attention right from the beginning with a short 3 minute video that includes excellent graphics and sound. Often times there is not a story but a musical component. Sometimes I work with the music teacher and make my own. They incorporate the original master artist work (ex Vincent Van Gogh- Starry Night) and then student work from earlier in the week or the year before as examples of finished projects. Many times I will include several picture of the project in working stages. While the video plays I will go individually to each student (12 of them) and discuss what they are seating. I will ask them formative assessment questions to see what we will need to add to this lesson. After the video I will let the aides int he room know who they will need to work with for the assignment. We will do the project in at least two days rather than one and break the steps into parts. After each part we share our projects and I assess the needs for the following step. I usually assess each one as we work rather than the finished project. Once we complete a project I will usually ask them how they felt about the process rather than the finished work. I feel like it the the journey rather than the result.
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