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Lewis Striggles Posts: 3
7/28/2019
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An example of adapted assessment I've successfully used in the past for students with disabilities was using adaptive materials, such as scissors, larger handled implements, larger modified materials, modified assignments, smaller written and picture drawn portions, peer assistance, directions given in alternative form and small steps with a modified grading rubric.
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Krystal Applebaum Posts: 3
7/31/2019
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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.
I had a student with ASD who did not like touching anything wet, not even with a paintbrush. So while the rest of the class painting their shapes and mixing colors, he was able to color the shapes with crayons and use colored plastic to layer colors and demonstrate mixing colors. So the content remains the same, identifying shapes and colors, but the materials where different and the student was given more time and support if needed.
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Mary L West Posts: 3
8/19/2019
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I have a storage container on the counter that is filled with adaptive tools and and materials for my students who are physically and intellectually impaired. The students are able to use these tools to create their art successfully with the assistance of the para professionals and myself. Sometimes the art medium is not appropriate (clay)for the students to use because they will put it in their mouths. Therefore, I have other materials available (non toxic play dough). The lesson is still the same, creating a sculpture.
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Heather Leisch Posts: 5
8/20/2019
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I use a lot of visuals for my ELL students. I have a word wall where we discuss a work of art by pulling words from the word wall and placing the word by the artwork. The student then explains why he/she has picked the word by defining the word and showing where it is rendered in the artwork. This process seems to work very well for all levels since their is a visual. If their are students that are still confused I will site more examples visually.
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Heather Leisch Posts: 5
8/20/2019
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I have all my students use their sketchbooks throughout the year. Students will pick a Principle and an Element to create a drawing in their sketchbook. students will also label their work with the principles or elements that they used for the work. With my ELL, ESOL, ASD, ADHD etc students I discuss their work with them one on one so that they also have to verbally explain to me the concepts.
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M.Kathleen Abremski Posts: 3
8/22/2019
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We are going to learn about the color wheel and I have color paddles we use along with our graphic organizer color wheel chart. I just learned that one of my students is color blind. I will write the color name on his color paddles so he can identify the colors & proper color mixing.
I have a new primary student with a brain injury with balance issues. I have already requested optional seating for her since my art stools are a hazard.
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Daniela Curle Posts: 3
9/4/2019
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This year I have a large group of Autistic students and due to the wide range of their developmental disorder, I use at least 2 different kinds of assessment. I usually keep a portfolio for each student where his/her work is kept. In this manner I can have a better idea if there is academic growth throughout the year. I also provide them with a self-assessment form that they can fill out at the end of each assignment. The form includes self-assessment on craftsmanship, organization and attitude. I discuss with them what is expected with each assignment, and usually students are honest about themselves. They know if they followed directions or not. Some of the autistic students are not able to fill out this form and therefore I just collect their work for me to assess.
I found out that another way to assess autistic students' work is to have a class critique. Many of these students love to talk about their work and get them even more motivated to continue working on a particular project. Sadly, this is not he case for all ASD kids since some of them could be non-verbal.
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shana hewett Posts: 3
9/12/2019
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In my elementary art classes, we make a sketch book at the beginning of each year, and this is what I use as a n assessment tool. Students are able to respond to questions and show examples of concepts they have learned through an artwork activity. For students I have identified as needing additional help, I create a resource sheet to paste into their sketchbook that I believe would help them along in the task (if applicable).
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Jaclyn Trotta Posts: 3
10/1/2019
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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 used whiteboard boards before as "response cards". This allows my students with disabilities additional time when necessary to answer the question and actively participate in the lesson.
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Jessica Klee Posts: 8
10/6/2019
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I have a 3rd grade student with severe Tourette Syndrome. He is a very sweet boy but anything can trigger his anger and he verbally explodes. I greet him when he enters my music room off to the side so none of the other students notice, to see how his day is going and if he needs alone time or wants to be with the class. If he chooses alone time, I have supplies on the bookcases in the back of the room with simple music books to read, little whiteboards and markers to draw or worksheets with clip boards to trace or draw on. It calms him and he is proud of the work he has completed and sometimes within 10 minutes or so , he returns to his seat and participates with class activities.
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Stacie Little Posts: 3
10/23/2019
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For my ELL students and my visually impaired students, I provide translated written or oral instructions, including braille. Upon completion of the project, students are asked to write an exit slip or a reflection. For my students that are having difficulties sitting still, I have one, whose father died last year, I encourage him, by asking him and helping him out with the written response.
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Jaquelyn Brown Posts: 3
11/2/2019
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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.
I do not currently teach in a fine arts area, however, I observed in the music class quite a bit when I was a teacher. I always enjoyed music and I had a class that required extra attention, so I would stay in their resource classes and assist from time to time. During an assessment on the xylophone, most students were asked to play a simple song from memory. Two of my students were allowed to use a xylophone that was marked with ABCDEFG. They were also allowed to hear the teacher play the song first and then they immediately played it.
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Susanna Wingenroth Posts: 2
11/10/2019
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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 had groups of students with ASD. Many of these students had much success in their art learning when given task cards to symbolize the steps in creation, for choosing materials, and for assessing their artworks.
I now have a few students who may have ASD and have emotional outbursts when they feel overwhelmed. I give the students a card that they can show me when they are beginning to feel overwhelmed, and they can take a break from their work to cool down, and can go to the office.
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Brannan G Lawson Posts: 3
11/25/2019
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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.
Exit Cards, to ensure students grasp the goal for that particular day or lesson. The question asked was a general question and it allowed me to see if the student understood the goal of the day.
Also we use sketchbooks to use each time they see me. In the sketchbook we practice the skill and it allows me to have one on one moment with each student to aid them in the process of evaluation. It gives me time to check them to see where each student is at with their drawing.
I have a range of disabilities I teach, within the mainstream classroom ADHD and autism are the most common.
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Heather Sims Posts: 3
12/8/2019
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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.
This is my first year teaching fine arts. I am currently teaching out of field so I have not had a chance to implement an alternative assessment. However, I do use ongoing assessments with my students with disabilities. I am constantly observing and discussing with them as we complete projects to see what they understand and are learning from the lesson. I teach a class with students disabilities on a big range of what they are capable and incapable of doing (some verbal and some nonverbal). I think an adapted exit card might work for them. I would need to put pictures on the exit card so that they would be able to point to answer my assessment question. Some would be able to verbally answer. I am looking forward to attempting this approach.
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Catherine Holland Posts: 5
12/9/2019
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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 a student with ODD (Oppositional Defiant Disorder). This student initially says (in almost every assignment/assessment) that they "don't want to do it (the assigned project). The student is young so I give the student a task card with a picture reference for the project for the information that will be assessed, clear verbal instructions, and support throughout the project to ensure they understand what they will be learning from the lesson. I give the student clear guidelines in what the required elements of the project are and clear instructions on what they can add as a "student choice" element in completing the project. I use a lot of positive affirmation and redirection to keep the student on task so they can successfully complete the project.
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Lauren Regan Posts: 3
12/28/2019
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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.
I had a student with an intellectual disability and could not complete assessments in a traditional manner. He was non-verbal and easily distracted by other happenings within the classroom. I had to read the questions on the assessment to him, reread them, and his response given to me by pointing to the part of the image I was using in the assessment. The assessment had to be completed in an area that was quiet and free from other distractions.
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Marcia Moore Posts: 11
12/29/2019
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Most of the students in my class of boys have ADD or ADHD. Many have behavioral issues and find it difficult to sit and concentrate on a test. For an alternate assessment method, they are presently creating an art journal. Each page incorporates a different art lesson: color wheel, salt paint, shading, water color, acrylic, etc. These boys love sharing their work with me and with each other.
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Marcia Moore Posts: 11
12/29/2019
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It sounds like you are doing an amazing job with your ODD student and your speech students. You are a valued teacher! Taylor Peterson wrote:
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have a student with ODD (oppositional defiant disorder). He does not like to stay seated and often will get very frustrated and mistreat the materials and disrupt his tablemates, which makes it difficult for him to complete a project as instructed. Most students, after completing a project, will write a short paragraph explaining how they used the elements and principles we are covering in that project, and will read it aloud as they share their work during critique. Since this student does not stay focused for very long, I will assess his learning verbally as well as allowing him to point at his project to confirm what he knows. I will ask "how did you use value in this painting?" and he will point to it. I also encourage him to explain how. He also tends to sit by himself in order to better stay on task. I also have students who have a speech impairment. These students are given more time when answering questions in order to get their thoughts out without interruption. I also make sure to have visual aids for them to point at, if the words are too difficult to get out.
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Catherine Holland Posts: 5
1/7/2020
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I have a student with ADHD that has difficulty focusing during class. They have lots of energy and get up frequently and walk around the classroom during class. The student has difficulty writing sentences but enjoys drawing so I will ask them to draw a picture of the information/project to be assessed and then answer questions verbally that are related to their drawing. I also give them a place to work on their drawing where they are less distracted and more able to focus and a choice of medium to complete the project if possible.
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