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Lisa Croasmun Posts: 3
3/8/2023
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I have an ASD student who gets very upset if he doesn't finish his assignment in class. I started giving him extended time and supplies to take back to class so he can finish at his pace. He loved it and is very artistic so he was very proud when he finishes his work and likes to come back later in the day to show me and return his supplies.
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Christie Lawrence Posts: 3
3/9/2023
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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 many students with ADD/ADHD/ODD and I find that a consistent routine and expectations works wonders for their behavior and attention. I provide modifications as needed and am always first assisting them once a project is started. Preferential seating, extra time, and a buddy to help them when needed is always provided.
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Leslie Dickey Posts: 4
3/16/2023
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I have many students with ADHD who need flexible seating in order to complete assesments and or assignments. I also like to give Exit Tickets to get a temperature check of how my students feel about our project and how successful they are to complete it correctly. I have lots of students with IEPs who need that flexible seating especially proximity to teacher and with longer times to complete their art projects. I also like to have a teacher student conference where we evaluate the art project together and where the student can discuss what they think their grade should be based on a rubrics scale.
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Margaret Holland Posts: 3
3/16/2023
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I had a student who had physical issues in their left hand, so when testing various songs on recorder that wasn't very conducive to that students playing. Normally I would have students play with left hand on top when playing recorders but obviously they couldn't. If we were doing notes I allowed them to play with their right hand (so they had a chance to play recorder with their class mates, when we moved on to more notes I had bought a Pbuzz. This is another instrument that students can slide to different notes and doesn't necessarily have to move fingers, or he could play the rhythms tell me the notes that they would be playing.
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Melissa Carter Posts: 3
3/17/2023
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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
At the end of the year, our district requires 5th grade students to take an End of Course Exam. Over the years, I've had many students with specific learning disabilities, such as dyslexia or students whose IEPs allow for the questions to be read aloud to them and/or to be given extra time. On the test day, I have students in a small group and I would read the test aloud to them while the others are taking the test in a more traditional manner, reading themselves. I also allowed for students who were allowed more time to finish with an administrator at a later time after our class session was over and if they needed more time. With students with more severe disabilities, for example a student who had cerebral palsy and was non-verbal and unable to write, I used her portfolio of artwork from throughout the year with a rubric to assess her progress as an alternative assessment.
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Robert Olson Posts: 3
3/17/2023
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In my Theatre 1 class, we read the Greek Tragedy Oedipus Rex. I do not separate my ESE students from the others, as I believe we all learn from each other and often times, my ESE students have an original way of perceiving the text which may enlighten the rest of the class.
We discuss characters, parts of the story, literary devices such as foreshadowing , as well as the elements required for a Greek Tragedy. Each day I assess the student's understanding of that was read the day before. I ask for specific examples. Each day reviews the whole plot, adding on the most recent events, so students continuously hear the story. While reviewing for the test, I use both Quizlet and Kahoot! to generate reviews. Quizlet has a video game aspect and flashcards the students can study with, and Kahoot! uses a multiple choice/True or False review. Students play first on their own, then the next day, they play in groups. The Kahoot!, and Quizlet links are attached to our Google Classroom page, so the students can review at home before the test.
After the test, the students gather into groups and create a Satyr Play version of the play. Satyr Plays made fun of the tragedies. The students create masks out of paper plates depicting the 4 main characters, and act out the Satyr Play as a follow up Assessment. The students have to explain their design of the mask and show how it represents the character. They must also name a modern example of a Satyr Play, such as the Scary Movie franchise or Saturday Night Live. 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.
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.
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Cavelle A. Levine-Lake Posts: 4
3/28/2023
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I have a student who is ADD and has a very hard time staying focused. I have him sitting near the front of the room, near my desk. During assessments, I sit near him and I either tap him when he begins to lose focus or I may just whisper to him to stay on track. He is a good student and if he can "retain" his focus, usually does well in class. Sometimes, I do a verbal assessment with him where I ask him questions while he works and I record his responses.
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Cavelle A. Levine-Lake Posts: 4
3/28/2023
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I have a student who is ADD and has a very hard time staying focused. I have him sitting near the front of the room, near my desk. During assessments, I sit near him and I either tap him when he begins to lose focus or I may just whisper to him to stay on track. He is a good student and if he can "retain" his focus, usually does well in class. Sometimes, I do a verbal assessment with him where I ask him questions while he works and I record his responses.
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GloC Posts: 3
4/4/2023
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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 taught EBD upper grades. When assessing color theory knowledge with worksheet type assessment, I allowed one EBD student to demonstrate understanding through color mixing and painting responses.
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Carmen Fernandez Posts: 4
4/8/2023
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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. Share your response in the threaded discussion.
I have several students with intellectual disabilities and when using "Exit Cards" as an informal assessment at the end of a class students who have difficulty responding to the prompt (explaining their learning through writing) are able to draw a picture to respond to the prompt or may choose explain their response by simply telling me verbally if that's easier.
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Maria Romero Posts: 3
4/16/2023
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I had a 3rd. grader new to the school who had a language impairment. He struggled to find words to explain himself, and he repeated the last syllable of a word. Also, English was not his first language; at home he spoke Spanish. As support for listening, I repeated the information by paraphrasing and summarizing. This helped him to remembering information and words he would be able to use when participating in class discussions and art critiques. Which are some of the informal assessments that I use in my classes.
In his case, I implemented the following supports for oral expression: increasing the wait time and visual images. For the first, the students or myself could not interrupt him when he was speaking, we waited patiently and do not intervene. For the last, I let him use pictures to get his message across. At the beginning of the school year, I noticed right away how much he enjoyed art and I gave him a sketch book to draw on his free time and at home, but he also used it to explain his artwork. This helped me to assess his work in progress and his portfolio.
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Lisa Goodson Posts: 3
4/17/2023
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One of my ADHD students could not complete an assessment in a timely manner. I used a method that allowed her responses to be spoken instead of written. She would speak her responses into a recorder. This method allowed her to rethink every answer and self evaluate prior to submitting.
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Angela Johnson Posts: 4
4/20/2023
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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.
For my students who have ADHD I definitely use preferential seating, I have one student who prefers to sit near the back so that he can stand up and move a little without being a disruption during assessments and projects. But I also use exit tickets so that they can very quickly show me their understanding. We also use student sketchbook art journals so that the students can demonstrate their own interpretations of what we are learning in class. We do units in my class on specific artists and art styles and the students record information in their sketchbooks and also create their own pieces inspired by the artists we are currently learning about. This works very well for my ODD students who need a little more freedom with their art and learning.
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Andrea Desouza Posts: 4
4/25/2023
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I have used RUBRIC as a form of assessment and it was very successful. By using a rubric, I allow for my students to self evaluate and self correct when necessary. They follow the rubric to accomplish each step of a certain task. The rubric helps them to stay on task, since they have to completely finish one step to be able to move to the next. They also self reflect and see their progress overtime. The rubric helps the students to have a sense of closeness as they see the product emerging from each step accomplished. Rubric helps to eliminate stress and anxiety because it allows the students to choose their pace and lays out a path to be followed towards success.
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Chelsea Boyette Posts: 3
5/3/2023
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I allow my student with ASD and ADHD to take frequent breaks during any assessment. He's also permitted to type his answers rather than writing them, as writing is a much more complex and overwhelming process for him.
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Kim Kovacs Posts: 3
5/7/2023
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
When facilitating summative assessment for elements and principles, I completed an individual assessment for a student who rarely speaks or writes. I asked multiple questions (ex: Can you group these markers in two piles - warm colors and cool colors). I also had the student draw a color wheel, etc. They performed so well compared to had I given that student a paper and pencil test.
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Akaylee Hipps Posts: 3
5/10/2023
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The summative assessment for most of our lessons is the student's final art project. We monitor the students each week, and if the learning is not evident in their art, then we give quick informal assessments such as "I see you are using a lot of colors, can you show me which ones are the primary colors?" We also use rubrics as a way for students to self evaluate during and after an art project. Some of my students with orthopedic impairments, such as cerebral palsy, have needed an alternative assessment using the same standards. For example, I have precut pieces in the past, and asked students to help me glue them in the correct place. Many of our students also need extended time. We will give them additional art classes to complete their assessments.
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Larry Helms Posts: 3
5/11/2023
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
In completing assessments for the SAO, I conduct written assessments. For certain students, to accommodate their needs, I have orally presented the test. Additionally, I have accepted oral answers when needed.
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Rachel Spicer Posts: 3
5/11/2023
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I have a student with ADHD and a SLD which affects her language- especially written. I will provide the student with extra time as well as chunking for our final formative assessment. She will take half of the test on one day and the other half the following day. She will also receive the accommodation of someone reading the test and answer choices to her. Where there is a written response required, she will be allowed to speak the response to the teacher who will record the answer word for word as she speaks it.
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Felicia Stamp Posts: 6
5/23/2023
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I currently have a student with ASD. This student needs a lot of support to do many tasks. I use a portfolio to show the students growth in art class. at the beginning of the year he would not participate. He then began to draw some of the items. Slowly you could see his progression and participation on the art room projects.
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