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Keeley Messer Posts: 3
3/25/2021
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
This year I have a student with a hearing impairment. She did not have her hearing aides in the beginning of the year, we have them now. Unfortunately, mom has said her hearing is just going to keep getting worse. Her speech is distorted so sounds do not sound how they are suppose to so when I test the kids on their sounds and making sure they can say them. For this students, instead of having her tell me the sound, I make the sound for her and she then points to it on an alphabet strip.
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Diana Chighizola Posts: 3
3/30/2021
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I use several strategies when assessing art lesson with my students. For most lessons I will give a rubric. I have students self-assess to the rubric. When we are in the beginning stages of a lesson, say a drawing tutorial, I will teach and model how to self-assess. My students love to show me each step of a multi step drawing to help them check for accuracy. This gets to be too much so I start them as early as Kindergarten how to self-assess. (Did I follow all of the steps, does the scale of my drawing look like the sample, etc.) We also use journals/sketch-books both for reflection as well as practice drawings. I am teaching my students the difference between critique (positive suggestions and feed back) and criticism. I believe these strategies work for general education classes as well as special needs students. We aren't comparing ourselves to each other but rather looking for personal best and growth. It does help that I have these students for grades K-8th so I get to know them well enough to know when they are doing their best.
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tashadavis-burton Posts: 3
4/12/2021
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i have used music and movement for a child with Adhd allowing them to create their own ending. Also, i have them draw it or act it out instead of writing.
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Laura Buckley Posts: 3
4/13/2021
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I am thinking about a student I taught who has ASD. He felt uncomfortable touching clay. I wanted the students to show that they knew how to express an idea or feeling through form, so I allowed this student to choose from play dough or blocks to create his project. He then was able to demonstrate his skill and knowledge with these alternate materials. The children used SeeSaw to create online portfolios, and he was able to record himself describing his work, too.
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Samantha Shaffer Posts: 3
4/13/2021
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One way that I've accommodated students with disabilities in the art classroom is by modifying the materials that are being used. A tracer or a pre drawn/cut circle helps give certain children with fine motor issues the ability to complete the project's criteria while simplifying the process. I will also repeat directions specifically to those children with attention difficulties by going over and simplifying the directions one on one. Or I will have them try to explain what they need to do first. Sometimes having them verbalize what they need to do greatly helps them.
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Michaela Reilly Posts: 3
4/14/2021
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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. Share your response in the threaded discussion.
I have taught several students with behavior and emotional needs. These students have benefitted from setting and time accommodations. The students have more confidence and produce better assessment results when they are assessed individually or in a small group setting. Another beneficial accommodation for students with behavior problems or high emotional needs is allowing the student to test in a non distracting environment or given more time. This allows the students to focus on their task without the distraction of other students or the pressure or time.
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Angela Barberi Posts: 3
4/16/2021
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Administrators can assist fine arts educators in learning to appropriately adapt assessment in several ways. One way is to collaborate with an ESE specialist who can provide training and resources that are available in one's district. Another way is to work with that teacher to explore what assessment strategies and alternatives would still allow you to assess mastery of the standard but provide choice, accommodation, extra time, a tool, or assistance in taking the assessment. The administrator could work with the teacher until the teacher was comfortable to make choices that best aligned with the student's abilities.
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Oluwakemi Agbejule Posts: 6
4/18/2021
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In my classroom, I have a student with Sickle Cell. She gets overwhelm easily. When using story map, I allow her to draw pictures rather than write in details to show characters, setting, plot, and problem. I give her more time during assessment. she takes a break and I also read aloud the questions to her. Part of her IEP is to have her test questions reduce. When testing, student sits away from distraction. She is an RLI student, I always mute myself during testing so as to minimize the distraction in the classroom, because I have some kids that are Brick and Mortar.
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Oluwakemi Agbejule Posts: 6
4/18/2021
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I also do the same thing that you do with my student too. I read the questions a loud to her if she is struggling with words. But with my student I cannot stand by her desk because she is online, so what I do is mute myself so she is not distracted with BAM students. I also tell the other online students. not to unmute during testing but to write in the chat if they have questions.
Michelle Ulvila wrote:
I have a student with ADHD in my classroom. While taking tests, I will stand by her desk and point to her test whenever I can see that she is being distracted. Sometimes I will read the questions aloud for her if she is having a difficult time reading.
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joyce huffman Posts: 6
4/19/2021
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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 used a pre-assessment with my students. I have done this in many ways for example a quick circle the answer you feel is correct, something in drawing form, hold up the response card to go with the question. I have also done a ticket out the door. A quick answer to a question on a 3X5 sheet of paper. I also like to every now and then do a journal writing or drawing to go with what they learned that day. I like to change things about every quarter.
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jeffrey lake Posts: 3
4/22/2021
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In several of my art classes I have students with ADHD. I have students take short end of the nine weeks quizzes and tests based on what we have covered ;Art styles ,Artists, Elements and principles. The Assessment Accommodations I use that seem to benefit the students are giving short breaks during the test and also allowing students extra time as needed. This does help keep the students focused and better able to complete the assignment.
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Sharon Weissman Posts: 3
4/22/2021
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I use most of the tools described in this lesson. Pre-assess to see where students are and to formulate lesson plans and strategies. Quick 5 minute daily assessment to insure knowledge from the previous day. Weekly assessments and unit assessments. I use out the door tickets as well as individual white board for quick response. When teaching a fourth grade literary circle I allowed a student who was having difficulty writing to submit his answer through art. He built an intricate bridge using popsicle sticks which was used as a symbol in the story. He was so proud of his work.
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Kimberly Booker Posts: 3
4/25/2021
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I teach 5th grade students who are SLD and are low level readers. I give written assessments. Since I am not assessing reading standards, I read the test to the entire class. That way, no one is singled out, I can control the pace and give extra time when and where needed.
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Zela Henderson Posts: 3
4/29/2021
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
In my art classes at the high school level, students were required to participate in the oral and/or written critiques of student artwork displayed on a large wall in the classroom. Students with disabilities as well as other students who for one reason or another did not want to speak during the oral critique (which was in front of the entire class) were always allowed to write their critiques and let someone else read it for them. Sometimes I would let students work in groups of two or three to write a group critique and let one person be the spokesperson. I remember one year I had a student with selective mutism. In the beginning of the year, she would even turn her chair around backwards and sit looking away from the class when we did the critiques. Slowly but surely, the accommodations I made helped her make friends in the class and become confident enough to softly whisper to the other students at her table. By the end of the year, she and her artwork improved greatly. At the beginning of the year, her artwork could barely be seen because she drew so softly, but the positive feedback she heard about her artwork during the critiques helped her work more boldly. I remember that she smiled so much that second semester.
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Susan Ling Posts: 3
5/3/2021
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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. Share your response in the threaded discussion.
I had a student who needed time to process information. In my art class, I provided visuals of each step I was teaching so that they could have a copy in front of them as well as following along on the smart board. They had the opportunity to take their time. i usually stop after each step to walk around the room to make sure everyone understands before moving on.
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Emily Fisher Posts: 6
5/4/2021
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I will allow students to answer my teacher-made formative assessment questions in different ways based on what works for them. Some students will write their answers, some will draw a picture, and some will verbally answer to me and I will write it for them. I feel that this allows them to feel less pressure on their assessments and also allows them to communicate in the way that works best for them.
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Emily Fisher Posts: 6
5/4/2021
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Kimberly Booker wrote:
I teach 5th grade students who are SLD and are low level readers. I give written assessments. Since I am not assessing reading standards, I read the test to the entire class. That way, no one is singled out, I can control the pace and give extra time when and where needed.
I do that as well.
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STEPHANIE CORLEY Posts: 3
5/11/2021
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities
Part of my Professional Development plan includes three levels of assessments for my students. Written, Multiple choice and a project based assessment. For the project based assessment students choose a task card with written and visual directions for a project, i.e. self portrait. after completing the project they fill out a rubric which consists of different leveled emojis. Also I try to incorporate ways of assessment that require verbal responses in lieu of writing; verbal exit tickets, visual flash cards, thumbs up/down; in response to questions.
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Roberto Giovanetti Posts: 3
5/12/2021
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I had a lesson in which students needed to compare similarities between musical styles. This was a very active middle school class with students with Emotional/Behavioral disability. The lesson required listening to a diverse set of musical performances to be compared. When we tried to complete this activity as a group, a few students were able to follow along, were very engaged and offered answers to how the musical styles compared. There was this student who did not raise her hand to participate and looked annoyed by the eager participation of her peers.
For the 2nd part of this lesson, the students used their headphones and went online to look for a list of songs to be compared in writing. While the students were working on their own I took turns sitting with each student to check for understanding. This setting provided my student with Noise Buffer as well as an Individual Setting within the small group setting. Once all students were on task, listening to their selections with their headphones, there was no noise and it was possible for each student to listen and to talk without interruptions or distractions.
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Michelle Todd Posts: 3
5/13/2021
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I have had a few ADHD students over the years who need to move around or who have a hard time sitting in their seats for the 40 minute class period. Allowing these students to have breaks if/when needed is very helpful in having them be successful in class and in completing their projects. It could be something as simple as allowing them to just walk around the "art gallery to view what the other artists are working on". I also have found allowing students to stand while working does wonders...and not just for the students who may have ADHD...I always tell them I do not mind that you stand while creating as long as you push your chair in so it's not in the way. I also tell them that most times I prefer standing while I create my own artwork. Also, allowing these students to stand while working allows their bodies to move around a little bit in their area without distracting other students by being all over the classroom. I love that something as simple as allowing students to stand at the art tables helps some students so much and that other students who do not have ADHD also enjoy standing while working. This also helps my ADHD students feel more included and not singled out.
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