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Tracie Huntley Posts: 3
6/13/2017
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Each year, I give formative tests to see progress over time. I have one visually impaired student where I make the test in a larger font for him. Also, I try to simply the language on the test, as well as the visual pictures. He is given more time to complete and can walk the room to find clues.
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Johanna Riddle Posts: 3
6/21/2017
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I rely heavily on auditory assessments for my low vision students. This includes asking questions as part of formative assessment (Can you show me, can you tell me?) as well as combinations of tactile/auditory for my younger students. For excample, I might ask them to choose the square shape from the selection of cardboard shapes, to identify the rough/smooth texture from a selection of texture plates, or to identify types of lines from the raised lines made with glue on cardboard.
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Sonia Amirkhanova Posts: 3
6/23/2017
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I have a student with Down's syndrome (IND) and during assessments, I read aloud the questions and provide him with a visual cue card with answers. He can point to the picture that correlates to the correct answer. He is also allocated more time and has stayed after class to complete an assessment. We also use his ipad which allows him to type his verbal answers. He has made great strides and I am looking forward to watching him grow and learn next year.
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Katie Jopling Posts: 2
6/26/2017
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I have a 3rd grade student who has recently been diagnosed with ADD. To help her stay on track and keep new vocabulary and or steps in an art assignment in order, I post simple and large print step cards on the board. This can be via the smart board or just written clearly on paper and posted. I will place them so that they are easily seen from her seat but it looks as though they are for the whole class to use. In this way, any other student who may need this support can benefit as well. Active student involvement is one that I am always trying to use more of in my classes. This allow for students to be more interactive and learn form the comments and ideas of their peers as well as myself. Finding new ways to get students involved this way keeps their attention and interest which in turn helps with information retention.
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Karen Goslin Posts: 2
6/30/2017
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I had a student with SLD, who gets very overwhelmed and breaks down when she can't do a task. I simplify directions for her by illustrating step by step directions she is to follow to complete her artwork. This allows the student to look at directions and understand the tasks easier. I also give her extended time to complete her work, this takes the pressure off her and she isn't as anxious while doing her artwork. When she is done we look back at all the directions and talk about what she did for each step. Finally I give her praise for following all the directions and finishing her artwork. This practice made her start to enjoy doing artwork.
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KDahlhei Posts: 3
7/15/2017
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I have used an art self-assessment rubric for art students that I feel works with all the students. I also have a rubric for art students to assess their art project and process. Students have the choice of either rubric for summative assessments. The self-assessment has graphics at the top hands to represent making, head profile to represent planning/thinking and a heart to represent meaning. I think the graphics help students with disabilities understand the process of creating and expressing themselves.
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Angeline Parkin-Milambiling Posts: 6
7/22/2017
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- 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 have a brilliant art student, who has Autism, that only likes to do one kind of art. Giving him a pre-assessment with an exit card is paramount. I can figure out how much he understands, and how to weave in his interests to entice him to try new skills. In order to keep him on track with learning objectives, I use a formative self-assessment in the form of a checklist to help him organize and take responsibility for his learning. Providing him with extra time, as he is a perfectionist, gives him the support he needs to complete his task without worry. Also, giving him encouraging words to help him continue on his task and sustain effort longer helps him redirect his attention.
edited by Angeline Parkin-Milambiling on 7/22/2017
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Jay Chris Hardison Posts: 4
9/2/2017
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Following a lesson where I have introduced new elements or principles of art, I assess the class on what they understood and what we may need to revisit before moving into our studio portion of the class. I have created a multiple choice game incorporated into PowerPoint that allows for individuals to answer questions or table teams to collectively arrive at their answer. For my ESE students this allows for them to be peer supported and to work through finding the correct answers. It sets them at ease and they soon are willing to answer on their own versus consulting their table team peers for support. It provides me a snapshot if collectively they "got it" and also which students need additional support during the studio portion of the class assignment.
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Renee Brigandi Posts: 3
9/8/2017
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Typically when students complete their projects, I like them to fill out an assessment log to determine how they felt they did on the assignment. For example, I have a student who is autistic and whenever I do these logs in the class, I provide images for him of his project. These images that I took of his project are of when it was in the process of being created, and the completed project. Having these images promote thinking of previous stages that they have concurred. They may forget about what it took them to create the final project.
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Marco Thomas Posts: 3
9/15/2017
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One of the adaptive strategies that I have used have been reading the test aloud to a student. I have also used informal assessments by having students indicate a response with a thumbs up or thumbs down to answer a question. I have also used pictures on the white board and had the students circle the answer on what they think it is. Sometimes, one of my strategies is providing a quite space so they can concentrate.
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Valeri Borstelmann Posts: 3
9/15/2017
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
In addition to completed projects, I also use sketchbooks to assess student learning in 3-5th grade. The sketchbooks are created with empty pages for personal drawings, or project reflections, but I also included pre-populated graphic organizers for the big ideas I want students to understand. Many of the organizers are partially filled in and the students must fill in the missing information to show they understand the concept being taught. Sometimes we discuss the concept as a class, or brainstorm ideas at their tables or in partner groups before we fill in the graphic organizers which gives students with special needs and ELL extra support and confidence.
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Brittany Elliott Posts: 3
9/15/2017
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One way I have assessed students with visual impairments or who were not reading and writing yet was to ask them questions and let them respond verbally. Another assessment strategy I have used is to let my students choose to draw or write their answers. This was very effective in inclusion classes where some students were writing fluently and others were still learning. For example, I would give an exit ticket on the 5 types of line and some students would write their names while others would draw them and there was no pressure to do one or the other, but I was able to see if everyone understood the content.
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Elaine Weeks Posts: 9
9/17/2017
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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.
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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Elaine Weeks Posts: 9
9/17/2017
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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.
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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Elaine Weeks Posts: 9
9/17/2017
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Portfolio review is an effective way to see the development a student's progress, and therefor a way that I use it as an alternative assessment tool. The finished product supports understanding of concepts, use of materials and media, and comprehension of integration of other content areas.
I personally sit down with my students and go through their portfolio and ask questions that are appropriate for that individual student about their process. Having the finished product in front of us helps the student articulate how they got there. We can review the steps, the materials used, the artist we were covering or the integration of other subjects. This approach reminds me of "backward design"--one has a finished product and both teacher and student can determine if goals have been met. Some students benefit from this process in small group or a peer group environment This is a great way for me to observe the critique process and see where I may have to make adjustments in the creative process for a student. 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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aliciatura Posts: 3
10/25/2017
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I use formative assessments in art and have students organize crayons in rainbow or color wheel order. For my student with SLD I allow them to look at the visual ques in the art room including a posters of the color wheel and a picture of a rainbow. If she is still struggling I allow her shoulder partner to assist to ensure a feeling of success.
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Suzanne Greene Posts: 3
11/21/2017
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I had an elderly ESL student in a correctional classroom who we knew would not be with us a long time as he was going to be deported. He was from Haiti and did not know how to write in his native Kreoyl or English. He could not even write or sign his own name. He would put a T or a cross when he signed a document. He had a hard time holding a pencil and had to be taught the proper grip. We used an adapter to help him hold the pencil, as his hands were gnarled from long years of field labor work. We decided that in the short time we had him to teach him to write his name, so he could have an identity. We made him a cardboard stencil of his first and last name. He began tracing with the stencil, over and over until he grasped the motion of the letter. Then we had him attempt to write it without the stencil. He would practice back and forth until before he left us, he could sign his name. He said, through an interpreter, "this is me" and smiled broadly.
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Alicia Coon Posts: 6
11/21/2017
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As a whole group assessment, I use an interactive white board to allow students to answer questions about music units. These assessments are read aloud and usually include visual aides and gaming to assist students with Specific Learning Disabilities and to engage students with Emotional and Behavior Disabilities. Students with visual disabilities are seated closer to the board.
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Tracie Claflin-Bryant Posts: 5
11/28/2017
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For the past 10 years I have taught at the high school level so I am still getting to know my students at the elementary level. I do have a 4th grade girl who has a speech issue and wears bifocals. Despite her issues she has no problem asking for assistance which is wonderful. She always asks to make sure she is doing the project correctly. At the beginning of the second semester I have the students do a worksheet that reviews what they have learned so far in art, the Elements of Art. I redesigned the worksheet questions to not be so wordy and to the point. I felt it was too wordy for some of my students with disabilities. I also five my students plenty of time to complete the worksheet as well with all their projects. When all students are done with the worksheet we go over it as a class to make sure all students are on the "same page" if you will. I am happy to say that she is one of my better students and always tries.
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Melissa harmon Posts: 3
12/8/2017
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I have a student with orthopedic impairments. Her physical limitations affect her learning by the lack of use of both hands. She is also wheel chair bound. We are able to adapt with various grip options.
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