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ashley nickels Posts: 3
5/27/2020
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My student's keep sketchbooks where I assess their learning by having them write about their artwork using vocabulary. For a students that is ADHD, I have students that are struggling come sit with me on the carpet and they tell me their thoughts/answers verbally. I help them break their answers into sentences and have them write down in simple steps what they told me.
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gelaina lovario Posts: 4
6/5/2020
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I must give an end-of-the-year assessment to my fifth grade visual arts students every year. I have a few students who are language impaired. One way I have adapted the assessment for them is to read the questions out loud for them as they go through the exam. This process really seems to help them have a clearer picture of what the question is asking.
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gelaina lovario Posts: 4
6/5/2020
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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.
I like that you use visual aids to help those students with speech impairments. I have had a couple students with very bad stutters. I would always give them extra time to get the words out, but I like the idea of making up a few visual aids before-hand to help them through that process.
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Laura Dickey Posts: 3
6/17/2020
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I often use Ticket Out the Door or Exit Slips in my classroom. I have a student who is nonverbal so I ask him to either draw an example, point to his answer or select his answer from a few options. He really likes when he can draw an example the most.
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Lisa Coder Posts: 6
7/1/2020
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Exit tickets are usually the way I go, but sometimes it is a quick performance task that I can do one or even two students at a time to check for understanding and/or mastery.
edited by Lisa Coder on 7/1/2020
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Lisa Coder Posts: 6
7/1/2020
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Responding:
I have several ESE students who cannot articulate their responses to an extent that it would accurately reflect what they can understand and do in a music classroom. For example if we are studying melodic contour, they may be able to correctly identify that the movement is trending upwards or downwards, but their language skills do not allow them to verbalize that. I have had them show me with body movement, and/or draw on the white board or on paper something that shows me they can hear how the pitches are moving. it has proven very useful.
Presenting: Often times I will present a simple melody on a variety of instruments, and if my learning target is for the students to be able to correctly play that melody- they can select which instrument they want to see/hear it on, and then typically they replicate the melody using the same instrument. As a challenge or extension, I ask them if they would like to try it on a different instrument.
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Carmen Torres Posts: 3
7/17/2020
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The Student Journals help the students with learning disabilities to keep in touch with his abilities and increase the participation in the different fine arts classes. Seeing their progress empower the student to keep working, showing more interest and feel part of the class.
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Julianne Gonzalez Posts: 3
7/24/2020
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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 severly visually impaired student who used braile. Drawing was very frustrating for this student. I offered for him to sculpt his work or create photography instead as he could upload and zoom it on a screen to see smaller details. When doing an art critique, a buddy would verbally describe the artwork being discussed and when possible, I would provide him with a poster sized print of the artwork. He used technology assistance to provide written responses.
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Hope Tibbetts Posts: 3
8/4/2020
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I had a student who was SLD and struggled with fine motor skills. We were learning still life artworks and because he struggled with drawing specific shapes, I had him use stamps to create a still life of a fruit basket. He still understood what a still life was and successfully created one in a way that was in tune with his abilities.
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Samantha Bivens Posts: 3
8/18/2020
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In the past I had a student on the spectrum who was no verbal. When she started with me her aid helped her a lot with hand over hand to help her complete her artwork. We decided it was better to slowly phase out the aid and to let her be more independent. Then I would go up to her and ask her specific questions about what tools we were using (where is the blue paint in the tray, the yellow, now mix them together). I would also have a student assist by asking questions if I was with other students.
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Meredith Kutz Posts: 3
9/17/2020
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A couple years ago, I had a student with ASD who was non-verbal. When beginning a lesson, I would try to provide a pre-assessment so I could give the student a chance to demonstrate mastery or show me they needed more help. In our sketch books, we would complete practice activities. These activities were directly related to the assignment or topic we would be covering over the next couple weeks. By providing a pre-assessment, I was able to understand who in the class would need more help, and who would be able to complete the assignment on their own. One Ongoing Assessment strategy for that I wish I would have used more was the Exit Ticket strategy. I think this would have helped the student to feel confident that they made progress throughout the lesson. I will implement this strategy with my students to see how it affects their Summative Assessment.
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Katherine Gebhart Posts: 3
9/22/2020
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As part of an Elementary School with an ASD unit, I push in to four different ASD units every week. Students in these classrooms range in ability and behaviors. Some can learn new vocabulary, and some cannot speak. Some students have complete motor function, and some struggle to hold a pencil. Due to the wide range of abilities, adapted assessments are used on a frequent basis so all students may participate and demonstrate learning. In our most recent unit, about shapes used in art, my students were tasked to identify and use different 2D shapes in their art compositions. Students with motor impairment, or any student with anxiety in relation to drawing, were given stencils to help them. They were provided with all of the shapes, and asked to use them in their composition. Students still needed to identify the correct shapes to use, and still needed to compose them into a picture, but they had more confidence with the aid of a stencil and were able to complete the assessment without anxiety.
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Miguel Marin Posts: 4
10/11/2020
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As a Spanish teacher in elementary school, I have been working with students that have specials needs. It is a great pleasure to work with those students. Why? Because I teach them and they teach me, I love them, they love me, they learned from me, I learned from them. They motivated me to work hard every day.
NICHCY Disability Fact (2011) defined intellectual disability as certain limitations in communication, self-care, and social skills (NICHCY Disability Fact, January 2011). I have a student in third grade that he will be considered a student with special needs. I observed him for more than two weeks. His behavior is hard to understand. During the class, the student cannot express his ideas clearly. He does not organize his thoughts effectively and, he has poor communications skills. For example, he does not keep any conversation for more than five minutes. He will express more than one idea or thoughts at the same time. After five minutes, the student feels frustrated because he doesn't understand what his classmate are talking, and he cannot participate in the conversation. He cannot complete his assignments on time.
One of strategy that I used in my classroom with him is color papers, pictures, and short sentences. Depend on the topic that we are covering in class, the student could associate the new information with pictures. For example, last class, we were talking about nouns and verbs. I made a list of nouns with pictures and showed it to him. He can understand the information effectively. After that, I used a yellow paper to write the definition of concepts and include some examples of nouns. I did the same with the verbs and adjectives. Now, all the students in my class are identifying the nouns in the sentence, for him, I wrote no more than five sentences in color paper. I read with him each sentence, I included all the nouns that were covering in the class with the pictures, highlight with different color one noun in the sentence.
Did he learn? I will answer this question this week when we take the test. Fortunately, his mom is involving in school. I got a positive support from her in my class when as need it.
Refence
NICHCY Disability Fact (January, 2011). Intellectual Disability. Fact sheet #8. Retrieve from: https://fl-pda.org/independent/courses/finearts/index.html#221.
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Beatriz Puente Posts: 3
10/22/2020
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
My 5th grade students explain how they used an element and principle in each artwork they create. They have the elements and principles visual posters with a brief explanation. Also I used the smart learning software in which one are activities they can complete in their own peace. They love work with papers, scissors, glue and sensory materials. I had noticed that the favorite media is painting, when they start painting, they don't want to leave the art classroom.
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yvonne denmark Posts: 3
10/23/2020
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I like to use Graphic organizers like Venn Diagrams so that we can compare and contrast Artist. Students like to create their own graphic T-Charts as well for the Principles of Art and Elements of Art with examples. Students like to present their charts in front of the class too, describing why they chose the examples or the reason behind their comparison and contrast between Artist. Some students will just tell about their compare and contrast as well or even act it like the Artist. Van Gogh is Always fun to watch being acted out!
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Jania Harden Posts: 3
10/28/2020
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities
When introducing new vocabulary words/terms to my self-contained ESE (7 students all with different disabilities) I find writing the word/term on different textiles ( one the board, computer screen with animation, colored construction paper), adding an action with the new word/term, and singing the word/term on a pitch.
At the end of the lesson when I give a mini assessment of those terms, they mimic using one or more of the ways that I have presented the vocabulary. My students specifically love the combination of the action and singing on a pitch.
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Jennifer Snead Posts: 6
11/7/2020
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Assessment at the elementary level is mostly a subjective visual assessment, as I want to encourage a love of art and individual self expression. However, I do want to check for understanding of different techniques and/or concepts that would help students improve their personal work. I have a student who has a traumatic Brain injury. He is very quiet and, has in the past, participated, but would have trouble completing the project in the allotted period of time. Many times the results of the project were reflective of a much younger student's ability. In assessing learning for this student, I could not look at the final product, but look at how he progressed through processes being taught. I was available to reteach the lesson in shorter sections throughout the work time, which also helped me understand where any misconceptions or lack of learning were ocurring (ongoing assessment). Assessing the understanding of new art vocabulary is usually done verbally and individually as sometimes it is about him pointing to the area that demonstrates that technique or concept.
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Claudia Richards Posts: 3
11/9/2020
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I have a student with SLD. I allow her to draw her assessment examples digitally on the iPad instead of paper/pencil sketchbook project. This allows her to express her artwork in a way that was motivating for her. She created the most interesting designs for her assessment in drawing a mandala showing radial symmetry.
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Katherine Roettges Posts: 3
11/10/2020
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I had a visually impaired student who used large print papers to take her summative assessment. In assessing her in the classroom, I used oral presentations/prompts for exit tickets. I wrote exit ticket prompts on a beach ball about the what they leaned, new vocab, what they enjoyed most about the lesson, and what they still wanted to learn. When they catch the ball, they respond to the prompt facing them and I would write it in large text and read it out loud as an exit assessment.
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Jennifer Snead Posts: 6
11/14/2020
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My assessments of my students are mainly Formative as I will visually asses work in progress to see where adjustments need to be made. Some of my ESE students require reteaching or additional demonstrations to help them reach the goal of the lesson. I have an Autistic student, who can do the task but requires extra time and extra starts. He is not as responsive to suggestions on improving what he has done, but instead needs to start over. He does eventually reach the goal. I can assess his understanding through informal questioning as he works. I have also used pre/post assessments to document learning of certain concepts. My 504 students and ESE students are given the additional time if needed to complete the assessment. I have had situations where I have allowed the student to finish the assessment once they leave the art classroom and return to their regular classroom.
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