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Jessica Martin Posts: 3
6/22/2022
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Using large grip writing and painting tools to help some of my students with their motor skills. Giving individual visual examples with step by step instructions for students with processing and attention disorders that can be kept at their desks. Allowing for extra time to complete projects.
One of my students who has a processing disorder and speech delays and who also loves art is would benefit from preferential seating to help with visual focusing and ease of access to the teacher when she needs help, she also benefits for opportunity to have clarifying questions or one on one time with the teacher, as well as extra opportunity to practice the motor skills involved in the art project.
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Mry Karbowski Posts: 3
6/22/2022
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I have a 4th grade ADHD student who had a very difficult time focusing during assessments. I gave all the students notebooks and asked the students to draw pictures and label with key terms the procedure of art method taught and its key concepts. This is helpful for student with learning disabilities since it allowed information to be broken down into shortened visual sketches and notes. I have also broken down the assessment into smaller pieces that require less time so that they can stay focused on the topic at hand. It’s very effective for all my students, not just my ADHD student. (That way they don’t feel singled out.) 
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Karen Porter Posts: 4
6/23/2022
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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 had a student in my elementary art class with autism. He was easily distracted by clutter or excessive wall decor. He could benefit from alternative assessment locations and spaces that are distraction free. He was also overwhelmed by multiple directions at once. I could color code instructions to emphasize the steps in multistep test items and class assignments. He would also experience varying levels of anxiety with some tests, quizzes and projects. The combined use of verbal encouragement and test taking strategies could improve the likelihood of his success with these types of tasks.
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Shanon Braden Posts: 3
6/24/2022
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In assessing pre-k skills, I have used response cards to monitor, quizzing them periodically with writing names, pointing to letters, naming letters, etc. If the child has difficulty with fine motor skills, I have provided wide markers, or dry-erase markers and boards, or had the letters printed out and they just pointed. Another way I have monitored is through the use of journals, as they show a progression through the school year. Early drawings or letter scribbles, through better drawings and letters or invented spelling of words.
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Bethany Bates Posts: 3
6/28/2022
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In my 4th/5th grade classroom, I noticed that my ADHD students could perform more effectively and with more focus on the same work as other students if they used a Dry Erase Pocket (we call them DEPs) and dry erase pen rather than using pencil and paper. Depending on the type of work we're doing, I allow students to choose how they will perform the work and I've noticed that the creative aspect of using DEPs helps students with focus issues.
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William Henderson Posts: 3
9/1/2022
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I had students bring a writing/drawing journal with them to art class. Before they left, they had to answer a question written on the board. The question was about what they learned in art. For example, write a fact about a famous artist. Or define a vocabulary word. Kids could also quickly draw their answer. It was like an exit ticket.
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Lora Carey Posts: 3
9/20/2022
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
One adaptive art strategy assessment that I use is providing flexibility seating and with materials and tools. This particular student struggles with sensory processing and fine motor skills. Created a sensory bin where the student can experience each texture before choosing one for their art work. I ordered some silver lead mop brushes as they have a bulbous handle and are easier to grasp along with large grips to slip over this handle brushes and pencils. The student is allowed to go to an area of the room that has only minimal items in that area so they are not so distracted by others.
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Beth Cox Posts: 2
10/2/2022
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I had a student that was non-verbal in a group of students that I worked with doing Art Therapy in the classroom. I often would do assessments of how the students were feeling at the time and would have the non-verbal student point to a card that displayed images of different feelings with the words written on them to show me how they were feeling at the moment. This information would help guide me during the art making process.
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Cher O'Bryant Posts: 3
10/14/2022
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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.
One adaptive assessment I have used for Intellectual disability (IND) students is a feelings/emotions assessment. This particular assessment focuses on student recognition of feelings. I use this early on in the year to gauge the student's understanding of emotions and when those emotions might occur. From there I can determine whether or not they need a refresher on emotions/feelings, or if we can explore those feelings more and when they occur in certain areas of life.
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Anwar Wilkerson Posts: 3
10/17/2022
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I use questioning or what is known as "ticket out of the door" which is processed by my use of a dojo point system. It not only works with understanding if students have retained old and new terms needed to describe what type of work they are doing, but it also give the student a chance to use some memory recall.
For students that do not talk or have no verbal motor skills. I use a visual representation to see if they can comprehend by pointing it out or in a picture study. This works well with understanding and studying shape, color, texture and value.
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Angela Guettler Posts: 3
10/29/2022
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I have several students with Autism. I assess them by giving them alternative assignments. They are given a choice of materials and extra time to complete the tasks.
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Ambur Carter Posts: 3
11/7/2022
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I had a student with autism who was overwhelmed with the change in environment. After a class of adjusting and observing, I was able to engage him in drawing with a "drawing buddy". First, I drew the animal for him while describing what I was doing as I did it, and then he colored it. After a couple more repeats, he drew the chameleon himself! He even added a baby and a branch for them to sit on!
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Stephanie Bucklew Posts: 3
11/8/2022
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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 found that setting a specific goal with a student can help to increase their confidence in art. An example of this is a student who constantly ripped up his paper. The assessment for the day would be to keep the paper whole. After achieving this we can move towards the assesments that are in place for the rest of the class.
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Laura Hash Posts: 3
11/15/2022
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Having a student with EBD as well as ADD, I employed several strategies to help her be successful. One thing I did was use non verbal cues to keep her on task. As I walked around delivering instruction, I would wander over to her and point or adjust her book, etc. This would often get her back on track. In addition, her pacing was slow due to her constant distractions, so I would adjust the length of her assignments and/or the amount of time allowed to complete them.
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Helen Garcia-Valdez Posts: 3
11/26/2022
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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.
I am thinking of a Visual Arts student with ADHD who has a shorter attention span, difficulty concentrating and and lack of self control.
Options that could potentially benefit this student are:
Create a seating area to minimize distractions during instruction and studio time. This would include reduced stimuli and sources of distraction, Limited amount of materials available to the student would also help minimize distractions.
Provide small group setting and offer breaks during class for movement.
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Teresa Johnson Posts: 3
12/5/2022
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
We have many students with challenges. One in particular was gifted and Autistic. I designed a personal assessment (student driven) for her to use on a daily, or by class visit. She was instructed how to use it and enjoyed doing self assessments at the end of each class. Her classmates thought it was so cool they wanted one also. I made copies, bound them and later found out the students were sketching in them as well. At the end of the semester, I was able to use the assessment books for my own assessment of each student and I was guided by their input as well.
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krisTaft Posts: 5
12/10/2022
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My student has ADHD. I allow this student to have additional time and be at his own desk space to avoid distractions while assessing his learning. I also allow for breaks. This allows him to re-focus if he needs too.
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Mercedes Jacobson Posts: 4
12/14/2022
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My fifth grade student was doing a project to write another song after researching Francis Scott Key who wrote the National Anthem. My student with Aspergers was given extra time and he was able to use the Promethean to research it on there as he also had problems with his sight. He journaled a poem, as Key had done with his poem, and then he set it to a tune he made up. He had the option to do it in front of the class or videotape himself and present it to the class. He learned about history and was able to do the song. Anything artistic was of great stress to him, but this project gave him pleasure and confidence.
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Kimberly Gonzalez Posts: 3
12/14/2022
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I have a student who is labeled developmentally delayed in my classroom this year. He has many challenges. We make sure he has extra time to complete his assessments. He works one on one with a para and he is able to sit or stand while taking his assessments. Sometimes we have to give him encouragement and incentives to answer questions. He is able to take frequent breaks. It was very difficult for him to take assessments in the beginning of the year, but I am seeing he is becoming for receptive to the assessment.
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Mellisa Puskaric Posts: 3
12/18/2022
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I have a student that has trouble understanding information that is presented orally and difficulty maintaining attention. For this student I provide an advance organizer and also give explicit and visual cues. This helps the student become more successful with the finished product.
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