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Carolyn Schott Posts: 3
4/9/2020
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- I have a severe ADHD student who gets very easily distracted and won't get any work done if placed with a group of students. I use the Setting Accommodation to place him at his own table but also close to the front of the room where other students can't distract him. I use the screen in front to project my document camera and keep a simplified, step by step copy of instructions on the screen. I also place a copy on his desk to keep him focused.
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Marcie Berthold Posts: 4
4/10/2020
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I have done some pre assessments using tools like kahoot to gauge the knowledge of my students so I can see how much they know. As the lessons progress and I see them again the following week I check for understanding to see what they recall or what I need to modify. I do like to check the reflection statements that the children write to see if they can apply some of the concepts into the text to prove understanding. Yet I also feel that a quick exit ticket or exit gesture in the form of a playful game such as what's the magic password to check for understanding is beneficial. It is quick and informative and I can modify the level of difficulty based on the child.
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Luisa Dugas Posts: 3
4/13/2020
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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.
Examples of adapted or alternative assessments that I have used in my art room is using preferential seating. Most students with autism in one of the clusters get easily distracted in the art room. I set up the classroom before class in order to accommodate two tables together to sit al students in the ASD cluster in the same table and avoid walking and running around. This allows for the aids to have more control and provides me with a space where I can demo the art materials close to the students away from distractions such as door entrance, sink and wet supplies such as glue and paint.
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Jennifer Grikstas Posts: 3
4/15/2020
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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 have a self-contrained class of about 5 students that merges with 3rd grade class of about 17 students. These students have a wide range of needs and accommodations, as well as grade levels and abilities. For the Chinese New Year Dragons we created, students created color wheels as part of the body. I adapted the lesson to allow for a different number of colors required (6 for K-2, 12 for 3-5), and focused more on color theory and exploration for my accommodation students. They all really enjoyed the project.
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d c Posts: 4
4/16/2020
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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 laminated velcro words and art pictures to check understanding of lessons.
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Ashley Trares Posts: 4
4/16/2020
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Fine Arts educators (choose ONE):
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- 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.
- Exit tickets are helpful in quickly seeing what students know/need to know. A prompt can be provided. Students could also draw a picture.
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Julie Taylor Posts: 3
4/23/2020
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During my students' End of Course Exam for music, I had a reader for a small group of students that required this accommodations as well as given extra time to complete the test.
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Mary C Tappan Posts: 3
4/26/2020
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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.
In my art room, I allowed all students to assess themselves. We started with an art show at the end of the term where they would show their 1-3 favorite artworks with a description, They could choose to verbally explain, record on their ipad for others to play, write their explanation, or have a conversation with me and I would describe the art as if was a docent. Finally, they filled out their own rubric. Depending on ability level, it could be a more in-depth rubric or a simple image-based rubric. They really enjoyed and learned from the self-assessment and were more likely to try new things and take creative risks.
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Brooke Rieke Posts: 2
4/26/2020
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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
To meet the needs of many students labeled SLD I have highlighted test questions, read test questions aloud and/or provided extra time to students per their IEP's accommodations and modifications.
I also use a method similar to cubing called Think-Tac-Toe is a strategy that allows students to chose how they will show what they are learning, by giving them a variety of activities to chose from. Students are given a 3 x 3 grid, just like tic-tac-toe with the exception that each spot is filled with an activity. The students enjoy having the choice that fits their learning style.
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Cheryl Dale Posts: 3
4/28/2020
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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.
In my elementary visual arts class, I have a 4th grade student who is E/BD. We have a Project Log for each art project with reading a summary, reflecting on their work and analyzing what they could do better. I think that an option of dividing that Project Log with at least 4 responses could be broken into smaller chunks making "Exit Cards" for my weekly class and the writing is broken into small chunks for him to write as their exit ticket. I have provided alternate way for him to answer his Exit Card since he often does thoughtful higher order thinking, I allow him to answer verbally. I think he also would benefit from Adaptive Technology since he loves working on an ipad. He could choose the activity that would show his understanding of the concept being taught and have extra practice on the device if he needs it.
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Lynn Posts: 2
4/28/2020
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My student had ADHD, and had difficulty remaining focused on tasks. His art project was broken down into sections. He was given a physical job to do intermittently giving breaks during his art work. He walked from the front of the room to the back and sharpened 5 pencils. When he returned to his work he was directed to the board to check off which step he was working on, This kept him focused. He also picked his subject matter which helped his focus.
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Adren Hance Jr Posts: 5
4/28/2020
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When my Band student was taking written tests in my class, I was pleased he had the following accommodations; extended time, and oral response. His thoughts and ideas were brilliant but, when tasked with communicating in written form he was unable to cohesively form a sentence. The extended time also allowed him to relax and not focus on not focusing!
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Kindal Gillstedt Posts: 4
4/29/2020
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Option 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.
I had a student with ADHD who was eligible for ESE services under OHI. Two assessment accommodations that could benefit this student is chunking of big assessments into smaller chunks, extended time to complete the test, and reduced stimuli and sources of distraction.
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Sarah McDonald Posts: 5
5/1/2020
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My main form of assessment is students demonstrating an understanding of the process through the completion of a project. For my students with disabilities, I can use many accommodations to help them be more successful. I can provide extra time for them to complete a project. I can provide preferential seating to limit distractions, place them near helpful role models if behaviors are an issue. I often review demonstrations one on one with students as needed whether the student is ESE identified or simply struggling with a skill, arts teachers naturally meet students where they are and use a variety of methods to help them demonstrate the concept or procedure being studied.
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Jennifer Protano Posts: 6
5/14/2020
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I have a student who is blind. I have taught him for several years and this year he is completing the fourth grade. He comes to art with an aide who is extremely helpful in keeping the student on task when I am assisting other students. He usually enters the class last with his aide. I will wait for hime to be seated in his preferential seat. It is at the end of the aisle near the door for easy access. I have chosen students who are calm soft spoken and enjoy discussing what they are working boon for him to sit around. I will move my position in the class closer to him when explaining the assignment, expectations and directions. He knows I am near and I tend to gravitate towards his side of the room. His aide will read questions aloud and record his answers. He is learning Braille and I have added art terms to his braille vocabulary. I will tape his paper to the table once he is comfortable in his space and I will intentionally wrinkle the tape so it is easy for him to feel the edges. Instead of drawing types of shapes that fit into the categories they were assessed on I had precut shapes that he felt and identified as geometric or free form. He often finishes earlier than his classmates. He is allowed to use play doh and sticky sticks whenever he chooses.
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Patricia Holloway Posts: 9
5/15/2020
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One of my ASD kindergarten students came to art the first day crying, sobbing really, but silent, being non verbal. I sat the students on dots on the floor so everyone had their own space, he would not sit...just stood at the back of the group clinging to the table legs, crying silently. At a loss, I let him stay where he was since he wasn't hurting himself or anyone, and I introduced the art room, the expectations, and the first project the way I would under any other circumstance. After this first experience with him I spoke to his teacher about his IEP, and we worked together to provide the best learning environment for him in a room with a lot of stimuli that could be overwhelming. Proximity to an adult worked well, so I would set a chair next to mine when I read a book to the class and he sat next to me, read along with me. I would hold his hand and walk with him when he needed to get supplies in a different part of the room. I put his seat at a table next to my desk and his table mates were very quiet, calm, helpful girls who encouraged him and praised his work constantly. I adapted the art projects for him to include simple shapes, colors and lines. He was usually not able to put shapes together to make complex ones, but he was able to identity shapes and colors by pointing. I used visual cards with object of shapes and colors to assess what he was learning, and always spoke to him with correct art terms...like space, texture, line, etc. That way when he pointed I would know he understood the concepts I was teaching. By the end of the year he began to speak to me in one word answers.
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Patricia Holloway Posts: 9
5/18/2020
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Often in art the process is more important than the product, especially for students with disabilities. I introduce clay in kindergarten with the Element of Art, Texture. We read the book, Owl Babies, and make clay owls showing texture on their feathers, feet, wings, etc. With an ASD student that had sensory issues, he didn't want to touch the clay. To help him, I gave him Play-Do to experiment with to get the feel of the material. I had him roll the Play-Do into various shapes, flatten it, poke holes in it, mush it together... a variety of ways to become familiar with a 3-D medium that feels cool, soft, malleable... By the end of the project he was able to manipulate low fire white clay into a 3-D piece that had texture, shape, and form (it just wasn't an owl!). After it had been fired in the kiln, he painted it just as happily everyone else in the class painted their owls.
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Patricia Holloway Posts: 9
5/20/2020
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I like to use exit tickets to assess what the students have comprehended during a lesson. It is often a one or two word answer to a question I ask as they are cleaning up. I give each student a small square of paper to write their answer on and they turn it in as they line up. I also use a call and response strategy while the students are in line waiting for their teacher. This 2-fold technique reinforces what we're learning and helps with knowledge recall and retention.
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Janet Jones Posts: 3
5/20/2020
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I have a student that is hearing impaired and I will sit next to him and talk to him privately in order to assess his understanding of the project and to ask him about his progress.
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Nicole Pistorius Posts: 3
5/25/2020
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I have a student with autism and I often use exit cards after a lesson or skill that I have taught, this helps me to evaluate how much the knowledge the student gained as well as evaluating whether or not I need to differentiate my instruction more to meet the needs of the students.
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