|
Jeff Posts: 3
9/13/2018
|
We have one student that is hearing impaired and uses a audio enhancement ear piece while in the classroom. We wear a wireless mic to help make sure she can hear instruction and also use the mic when singing to assist with the acc. music part. I also use PowerPoint to project the lyrics of each song to help her when practicing for the grade level show.
|
|
|
0
link
|
|
Carolyn Peery Posts: 3
11/6/2018
|
I had a student who lost his vision entirely over the term of 3 years. He was able to inspire creativity in my art class. Every lesson I taught him was adapted to meet his needs. He would draw, paint, sculpt, using various materials. One of my lessons was for the students to use words to describe themselves in the art using paint, markers, and magazines. The visually impaired child told me he wanted to use his braille machine and type on paper so I could feel the bumps. He then told me he wanted to watercolor the artwork and share his art with the class after he painted it. His creativity was featured in a District art show, and I helped him develop a new style of art using Braille.
|
|
|
0
link
|
|
Joshua Goldstein Posts: 3
11/19/2018
|
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 most of my intermediate elementary students, I ask them to write a few sentences about how their completed project relates to the learning goal being taught. In order to allow one of my developmentally delayed students to be able to participate, I have asked him to verbally respond and have even had him partner with another student to record his responses.
|
|
|
0
link
|
|
Gina Vassay Posts: 3
12/27/2018
|
A student with speech and language impairments Pre-K. If I have a small group and doing Q & A verbal assessments on colors, “Are bananas yellow or blue?” with him as part of the group, he listens to the other students’ responses and repeats what he has heard. He repeats answers/words to the best of his abilities, some words are identifiable but it is hard to tell if he understands what the color yellow is. One option for assessing his learning is to use response cards. Assessing his knowledge of colors I placed 3 cards of different colors in front of this student and asked him to select the card colored with yellow, “Show me yellow”, the student either points to the card or picks it up and gives it to me. I then say the word yellow and he repeats it. I also ask the same question, as in the group session, “Are bananas Yellow or Blue?” This is done with all the colors resulting in a pile he has identified and another pile of colors he doesn’t know, I record this data. This can be done periodically as an ongoing assessment to see if he is making progress. Accommodating the setting of this assessment for a one on one, not in the group, individualized with no other students answering. This would ensure he is not copying the verbal sounds/answers of other students and benefit the students understanding of the correct words with the corresponding colors as well as identifying colors within a variety presented. Not to mention applying that color to a recognizable object, one he likes to eat.
|
|
|
0
link
|
|
erica bordonaro Posts: 3
1/1/2019
|
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..
In my art class I have a first grade student with speech and language impairments who comes with an aide. One option that could benefit this student when assessing his learning is using a checklist that I can read aloud to the class (where others can follow along and check off that they accomplished the task) I would have him touch his artwork to show me that he did each of the things on the list. An example of this is when we are working on figure drawing and my students have to make sure they have all the parts of the figure before they are allowed to add the details (ie:face, clothes, hair, skin color, etc).
Another option when assessing is using exit tickets where students will answer a question that pertained to the project or technique we just worked on. I have many ESL students in some ot my second and third grade classes that have limited spanish and english communication skills and will work with them one on one sometimes speaking in their language (as best as I can or have a student assist) and let them answer either in spanish to another student who will translate or just point out their responses to me. By working with them in this way, they definitely feel like they are a part of the class and are happy to try and participate.
|
|
|
0
link
|
|
patricia longo Posts: 3
1/9/2019
|
I frequently use 360 math approach to assessment. This involves students walking around the room to solve problems. This is useful for those students who are ADHD. They are able to show what they know without having to sit in one place. Instead of them concentrating on having to sit still and get the answers correct, they are able to move freely. Another way I assess my students is through Plickers cards. Students are not pressured if they don't get the correct answer because only the teacher can see the responses.
|
|
|
0
link
|
|
Mary K Johnson Posts: 3
1/20/2019
|
I have several students that require extended time on assessments and classwork. I always assign a due date to art projects (large projects usually count as an assessment, paired with a rubric the students answer) but allow students to turn in the project late if they need more time. At the end of the grading period I schedule a "ketchup and pickles" day. Students can catch up on any unfinished work and any students that have completed all of their work can pick between a few different enrichment activities. This allows me extra time to sit down with students that need my attention and students don't feel uncomfortable about turning in work after the due date.
|
|
|
0
link
|
|
Susan Hill Posts: 3
1/23/2019
|
I had a EBD ESE who had difficulty focusing in the classroom. Two of the strategies I used were giving additional time for assessments and reducing the number of questions in the summative assessment. I also read the questions to him and he was able to tell me the answers as I wrote his answers sown. This showed mastery of content, in a less threatening environment for him. I was able to give him the time and attention he needed and he felt successful for his efforts and proud of what he accomplished.
|
|
|
0
link
|
|
Jodi Wells Posts: 5
1/30/2019
|
I have student with some learning delays among some other disabilities. I typically would allow her to sit in a side room for assessments where she could focus more and have more time. Often I would just encourage her to try and overcome the fear that she may have a "wrong" answer. She showed improvement over the year and gained confidence as well.
|
|
|
0
link
|
|
Jordan Wolf Posts: 3
2/12/2019
|
Currently I have a kindergarten student who is nonverbal. When we do assessments together I use an "Art Board" that has images of colors, shapes, lines, art materials - it changes and is related to whatever we are learning at that time. For example if I am assessing the student's knowledge of lines, I may ask him to "point to a horizontal line" on the board. If we are learning about colors I may ask him to "point to a primary color" that is depicted on the board.
|
|
|
0
link
|
|
Tracy S Hodges Posts: 3
2/12/2019
|
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 asked Specials teachers to help build vocabulary in our students during our classes. So, in my classroom, we start by sharing a word about artwork we view on our Active Panel. One of my students has selective mutism so I allow her to come up to the screen and point to the screen for her favorite part or write her word on a piece of paper. Other students who are unable to share in English may share in their home language. I take into account all of our students needs when assessing their work based on their personal ability and effort.
|
|
|
0
link
|
|
Carrie Johnson Posts: 3
2/14/2019
|
My students photograph, upload, title, and reflect on their artwork. I provide some students picture directions with the steps and references of the elements and principles to help them with their reflecting using art vocabulary. I may also ask a student to give a response verbally.
|
|
|
0
link
|
|
Carolyn Peery Posts: 3
2/21/2019
|
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.
Currently, I teach Pre-K art for the first year after teaching k-5th for the past 13 years. Our students are using scissors to learn how to cut paper. This is the first time many of the 4-year-olds have used scissors. Safety is key to teaching students about cutting skills. To develop their fine motor skills using hand-eye coordinated movements helps develop their physical development, cutting on a line for example.
The cutting checklist has helped me assess students and adapt the concepts for all students.
Scissors Hold-
Picks up scissors and shows no awareness how to hold them
Holds scissors with a random two diget grip
Holds scissors with thumb position sideways or upside down
Holds standard scissors with strength thumb up and fingers in the second hole
Scissor Movement-
Pushes the scissors through the paper
Uses open close action, however, still pushes the scissors through the paper
With coordination and skills uses open movement open closes motion with the scissors
Cutting Skills-
Makes erratic and random cuts on the page with no awareness of the line
Is aware that there is a line to cut on but cuts some distance away from the line
begins to cut along or close to a given line with some control
Cuts along a straight line with control
Using that checklist I am able to adapt and help students who are needing help. Pre-K students are still developing their motor skills so I assess them as needed and accordingly.
If need, I have options of adapted scissors for students needing handgrip help.
I do hand over hand coordination with students. Guiding them through the lesson.
Because I travel some teacher have told me the students who need adapted scissors and they have their own pair. They also work with a OT.
|
|
|
0
link
|
|
Kailee Trippett Posts: 5
3/1/2019
|
One of my students had an emotional/behavioral disability. The smallest inconvenience would erupt into a fit of rage and unless proactively dealt with, the situation would turn into a time consuming ordeal. One of the "inconveniences" we discovered early on, was that he was overwhelmed by tests with many problems on the page. So, we cut the tests up into little cards and monitored his progress one question at a time.
|
|
|
0
link
|
|
Jennifer Ingemansson Posts: 3
3/11/2019
|
I had a student who was hearing impaired and also had an emotional/behavioral disability. Once this was brought to my attention I changed up how I would deliver the lesson. Step by Step instructions were listed on the board so students could refer to after I would model it. I made eye contact with this particular student so he could read my lips and I could see he was engaged. I would sometimes sit beside his table to have a casual conversation while he worked which helped him focus and stay on task.
edited by Jennifer Ingemansson on 3/11/2019
|
|
|
0
link
|
|
Nancy Andrews Posts: 7
3/11/2019
|
I do quick assessments just watching and having students do sight reading or sing for me or play instruments for me, however, in my district we are not required to do formal assessments in music.
|
|
|
0
link
|
|
Sarah Larson Posts: 3
3/22/2019
|
(Option 1): I gave my 5th grade ESE students a pre-assessment to determine what they already knew about the elements and principles of art. They were given extra time to finish their test as needed. They were also provided visual examples and bold words to accommodate the testing process.
|
|
|
0
link
|
|
Rosanna Schofield Posts: 3
3/24/2019
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities. I have used a center rotation in the class for drawing. The center is called Choice Art where students can create the assignment that will allow them to maximize and produce their understanding of a unit. The students are given a summary of the unit and then the student can select what they would like to complete. (a map, timeline, flip-book, comic strips etc.). The student can use technology for research, posters and many different styles and techniques for learning the content and producing a piece of work.
|
|
|
0
link
|
|
ELIZABETH DASILVA Posts: 8
3/24/2019
|
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- In the past, had a student who was physically handicapped, had very limited mobility of hands/arms, in a wheel chair, and speech impaired and had a full time teacher assistant. The assessment was about primary and secondary colors. He was to create secondary colors using paint like the rest of the art students. I prepared 3 small bowls of water with liquid soap mixture and added primary colors. The teacher assistant held a straw to his mouth and he blew bubbles into first bowl. I placed a paper over the bowl and the bubbles popped creating a print of the colored bubbles. We repeated for each primary color. Then I asked student questions about how to create the secondary colors and he was able to tell me what color to add to primary colors to make secondary colors. Once we created the secondary colors he repeated the process of blowing bubbles with the straw to create those colors. Using his device he was able to speak to it and tell it sentences he wanted to print and label the bubble prints. Example...primary colors red and yellow make the secondary color orange.He repeated for all the primary and secondary papers. The labels were printed and the teacher assistant followed the students directions for the correct placement of the labels.The student was successful in taking the adapted assessment. I am not required to do formal assessments.
edited by ELIZ on 3/24/2019
edited by ELIZ on 3/24/2019
|
|
|
0
link
|
|
ELIZABETH DASILVA Posts: 8
3/24/2019
|
Mary K Johnson wrote:
I have several students that require extended time on assessments and classwork. I always assign a due date to art projects (large projects usually count as an assessment, paired with a rubric the students answer) but allow students to turn in the project late if they need more time. At the end of the grading period I schedule a "ketchup and pickles" day. Students can catch up on any unfinished work and any students that have completed all of their work can pick between a few different enrichment activities. This allows me extra time to sit down with students that need my attention and students don't feel uncomfortable about turning in work after the due date.
I like the idea of a "ketchup and pickles" day. A day to either catch up or do enrichment activities. Thank you for the idea.
|
|
|
0
link
|