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Karol Tart Posts: 3
9/14/2021
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I had a vision impaired student in my art class that I made many assessment accommodations for. She sat next to my desk in close proximity to the board and she was provided a magnification device. We used this every time we were doing any kind of white board assessment (drawing techniques, line or color studies, etc..) It was very helpful to properly assess what her true capabilities were since we had solved the disability barrier with the accommodation. When we weren't using the white board for our assessment , she had her own paper copy in front of her. These accommodations made a big difference for her. I had her in my art class from kindergarten through 5th grade. I saw a big difference in her educational gains in art once those accommodations were provided to her.
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Stephanie Graeber Posts: 3
10/9/2021
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I have a student with ADD and they have difficulty completing a multi step project or a project with many details. I chunk the lesson into smaller sections for them and have them check in with me at the end of each section. Together, we assess their progress and review the next small step for them to complete. Chunking the lesson into more manageable sections and having them feel successful in completing small steps at a time makes for a more successful learning experience in the Art Room. I also use laminated Self - Reflection sheets with questions for the students to think about. Examples are "What part of this project did I enjoy the most?", "Did I learn something new?", "Is there a part of this project I think I can improve on?".
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LaRhonda Brown Posts: 3
10/10/2021
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My school has an IND unit. I teach students with intellectual disabilities many caused by traumatic brain injuries. These disabilities often affect my students' abilities to use art tools and complete lessons on grade levels. I use adaptive tools that allow them to access paintbrushes, scissors, pencils and coloring tools. Although students are exposed to grade-level art lessons, I assess them using the Florida Sunshine Standards Access points which are designed to give students with cognitive disabilities access tot the standard curriculum.
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Darcie Argabright Posts: 3
10/12/2021
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I love to use Exit Tickets at the end of each class. They are simple to use within Canvas. Sometimes I create them within the Canvas environment as part of the lesson, and other times I like to use an App Called Ziplet. This app is very simple to use and is accessible through all computer platforms. I also let my students create their own portfolio where they can store their favorite work samples. I always create a rubric for each project that students can use as a reference while they are working on their projects.
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Michelle Myers Posts: 3
10/14/2021
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Administrator wrote:
(Choose one)
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.
My school has a few ASD units. My kindergarten ASD class's struggle with grip strength. Instead of coloring something in I have them practice ripping paper and gluing it down for the color. This is actually pretty difficult with some students. Sometimes I have to make starter rips to assist them. Also, giving them larger objects like large crayons, tempera sticks or bingo dobber's that are easier to hold.
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Michelle Kurasz Posts: 3
10/27/2021
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
My students with disabilities are able to participate in assessment successfully through the use of Plickers assessment cards. The cards each have a unique QR code and are assigned to each student. The students turn the card to a different orientation to give their answer: A, B, C, or D. SWD sometimes have trouble understanding how to use the cards, so I will assist them through modeling one-on-one until they understand. I orally read each question and answer choice multiple times. This formative assessment allows me to see what my SWD know even if they can't express it in traditional ways.
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Kim Kinsler Posts: 2
10/28/2021
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I have a student with disabilities that is very young in age (pre-k) and has extreme difficulty staying in one place for any period of time. I chose to work with him one on one by playing a rolling ball game that allowed him to sit instead of running around the room and roll it back and forth to me for eye and hand coordination practice. We also talked about the ball being yellow and he repeated the color of the ball. He began laughing and smiling and was engaged with this type of learning. I also adapted the instruction for him since he didn't want to color with crayons I gave him playdough and he worked on rolling it into balls, squishing it on the table and making shapes with it to stay on task.
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Rachel Norman Posts: 2
11/4/2021
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Student with learning disabilities. For the exit tickets I adapted them to include images as well as translated information.
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Nayda Flores-Toro Posts: 3
11/11/2021
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This school year, I have a fourth grader that is visually impaired. When providing ongoing assessments in art, I accommodate by helping him to “look” with their hands and fingers as I model. I provide tactical materials for where to apply glue, shapes, or materials. I also guide the student's hands to locate “landmarks” with verbal descriptors. I prefer to use media such as clay and fingerpaints.
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Mary P Morrison Posts: 3
11/12/2021
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For my elementary students, I use response cards and exit tickets as a way to assess what they have learned in the class. I add images for my ELL, Language Impaired, SLD, and autistic students. On the back of the card, there are emotion emojis. Students circle the image to let me know how they feeling about the new concept: enthusiastic/happy/ confident, feeling ok/but still has some questions, feeling unhappy/Not confident.
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Jessica Kesaris Posts: 3
11/23/2021
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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 my elementary Art classroom, I use exit tickets very often. I also use response cards occasionally. Anytime I teach a new element or principal, I begin with explicit instruction. Then I have students complete an Exit Ticket before they begin working, so I know who needs more help during work time. This is especially helpful for my students with disabilities. For example, I am thinking of a student with Autism in fifth grade. He does not like to ask for help, but gets frustrated if he does not understand something and doesn't get the help he needs. I make sure to check everyone's Exit Tickets and if I see that he did not fully understand, I will make sure I work with him that day.
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Scott McKean Posts: 3
11/28/2021
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I had a student with ADD and two assessment accommodations that I used to set the stage to gauge that student's learning (in elementary art) were preferential seating and the reading of test/directions. The student could be easily distracted depending upon who was sitting near them and sometimes had trouble focusing on reading text with other visual or auditory stimuli going on in the class. To address distraction from certain students, I would use preferential seating that would benefit the ADD student. When I did this, I would move a certain number of students around too, so that this student would not feel like he is being singled out from the class. This accommodation would be utilized in non-assessment contexts as well (when giving instruction in art concept(s) during lecture and hands-on art class sections) so the student had time to get used to the accommodation and not feel like it was a punitive measure. To aid in focusing the student's attention to the directions of the test, I would also read aloud the instructions and give the student time to ask for direction(s) clarification before starting the quiz/exam. The benefit to using both preferential seating and the reading of test/directions accommodations to the student, is to create a classroom of minimized distractions so that the student can focus on the art concepts at hand for increased comprehension and retention of facts.
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Jody Dragon Posts: 5
12/7/2021
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When assessing a student with a reading disability on an exit ticket I read the question(s) aloud to her. She is able to dictate her answers and I record them in her journal.
Instead of asking a student receiving OT for fine and gross motor skills to demonstrate a drawing technique (for example, shading), I provide various visual examples for them to select which one represents that specific technique by identifying the option as A/B/C etc. vs. pointing or filling in a bubble.
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Alicia Urbano Posts: 3
12/11/2021
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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:
11 year old, Self Contained ESE, integrated with general ed class for specials. IEP - Intellectual Disability, Language Impairment, Visual Impairment. Currently learning to use walking cane, some prior braille instruction. Based on Children's Hospital in IEP, prior seizures and diagnose of Autism Spectrum Disorder.
Based on IEP requirements and consult with Visual Therapist, one adaptive assessment used in class is allowing student to verbally express her answers since auditory learning is stated as primary learning media. Included in that type of assessment is increased wait time for answer (up to 10 seconds) in order to process what was said and to formulate answer.
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Alicia Urbano
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Michelle Kroog Posts: 3
12/22/2021
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For ELL students, I often assess students with a sketchbook. This requires the students to draw pictures and label with key terms the technique of art method taught, integrated instructional information, or key concepts they learned that day/week. This is helpful for student with learning disabilities and may have language barriers since it allow information to be broken down into simplified visual sketches and notations. I also find the use of response cards to be efficient. Students with disabilities can chose to answer by drawing a picture on their or attempt to write the correct words- this allows me to check for understanding of the topics they learned.
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Hanne M Posts: 3
12/23/2021
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Response to prompt 1:
In order to fairly assess learning outcomes for my general art classes, I use many strategies that enable my students with disabilities to access information and tasks. These strategies also help all my students organize their ideas and plan the next steps in their artworks. I always use visual information, written information, demonstration and review.
I currently have a second grade student (T) with ASD. He has limited, but growing communication skills and will get stuck focusing on one element and not be able to move on, which can be frustrating to him. To assess his learning and facilitate communication, I give him preferential seating, close to the front of the room and near my desk, so that he can easily get my attention and he can focus on the visuals and written prompts.
I also clarify directions in clear and concise language, one step at a time for him to reduce frustrations. He will go to the smart board and point to the visual he needs to work on or has questions about. I also encourage him to complete his artwork by giving him his favorite art materials to use. He is able to complete his projects with these accommodations and he seems happy with his results.
The art room is a great example of a learning environment with various accommodations that benefit all students, and especially many of my 504 students, who have trouble concentrating or focusing on the task at hand. I think the key is using a variety of presentation formats and knowing the students and their interests and different ability levels.
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Beatriz Ramos Posts: 3
12/29/2021
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
At the end of a color mixing lesson, I give most of the students a written assessment with questions such as "Red + Blue = ? (purple)" For the students who learn best with visual and auditory cues, I provide them with cards with the colors and read the questions as I present the cards. By doing so, this ensures that each student is able to participate in this lesson and helps me reflect on what I should teach the students moving forward.
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Samantha Leonard Posts: 4
1/6/2022
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I have a 4th grade student who is language impaired. This student also has behavior issues and has a BIP. The student frequently gets distracted and walks around the room. Fourth grade students write artist statements with their artworks. The students have to write about the elements and principles they used in their art. The students use a laminated sheet of the Elements and principles on their table. For this particular student we would get up and move around the room and go to all the different posters of the elements and principles and talk about if they used them or not in their artwork instead of sitting and writing. We walk around with the artwork and I give the student as much time as needed to talk about the art and what he used.
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Samantha Leonard Posts: 4
1/6/2022
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I have a 4th grade student who is language impaired. This student also has behavior issues and has a BIP. The student frequently gets distracted and walks around the room. Fourth grade students write artist statements with their artworks. The students have to write about the elements and principles they used in their art. The students use a laminated sheet of the Elements and principles on their table. For this particular student we would get up and move around the room and go to all the different posters of the elements and principles and talk about if they used them or not in their artwork instead of sitting and writing. We walk around with the artwork and I give the student as much time as needed to talk about the art and what he used.
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Annie Clifton Posts: 3
1/6/2022
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4th grade students with Autism Spectrum Disorder and Orthopedic Impairment. The main area we have to address is the student's ability to grasp objects like pencils, crayons, paintbrushes, etc. and to use scissors. For this we use a large gripper that can be added to each drawing/painting utensil in order to allow him to properly hold them and participate in the class projects. We also have adaptive scissors that only require the student to squeeze in order to cut paper, instead of having to push and pull the scissors with his fingers.
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