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Jacqueline King Posts: 3
1/6/2022
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
An easy adapted assessment for me is while walking around the classroom, stop and talk to individual students, (include both those with disabilities and those without so that no one feels uncomfortable or left out), while they are working. I'll make a comment like, "Wow, you've really been working hard on this, tell me about it." or "Great color, what did you mix to get that?" or "That's different, what are you making?" It's a great way for me to see if they understand the concept I'm teaching. I try to use simple non threatening comments and questions, and I do it often enough that the kids are kind of eager to talk about their progress with me.
This also works pretty well if I see someone struggling. Same approach, "You seem to be struggling a bit, is there something you didn't understand?" Because I'm talking directly to the student, they are often more apt to say what they don't understand rather than raise ask for help in front of the entire class.
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Pamela Haas Posts: 3
1/12/2022
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
Since I am now in the district role, I sometimes advise teachers on adapted assessments. I had a teacher reach out to me recently that she had a student that could not perform the district multiple choice test. So to accommodate for this student, we did a performance exam. Basically modifying the questions into a task so we could assess if the student knew the content or not. For example, instead of asking multiple choice questions about colors, the student was able to use the materials to demonstrate that he knew color mixing and how to make tints and shades etc.
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Alyssa Brandon Posts: 3
1/13/2022
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One way to assess student learning that I am in the process of using is the use of sketchbooks (journals) to record student learning over time. Currently, I am using it in 5th grade for the elements of art and eventually the principles of design. Students record information as it pertains to the element we are learning about and then have an opportunity to practice the skill in their sketchbook. This informs my instruction. I then provide students with a verbal exit prompt to assess their learning of the skill as they leave class. This provides students with disabilities in my art room with multiple modes of assessment.
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Lyn Clark Posts: 4
1/14/2022
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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.
The student I had a few years ago was in a wheelchair and unable to play the recorder. He was not able to hold it. So, I assessed his learning by having him read the notation of each song to me and identify the correct rhythm.
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Jody Dragon Posts: 5
1/19/2022
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For a student with a fine and gross motor deficit I provide different tools and materials to accommodate them but still allow them to fully participate. For example, I have fat pencils and pencils with grips that are easier to hold, likewise with fat crayons and paint brushes. Instead of having the student write out answers on assessments I allow them to dictate their response and record it for them.
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A. Agler Posts: 3
1/20/2022
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
In the past I have several students with language impairments. I will often times at the end of class aske students about what they learned for that day. I give students a true/false scenario and have them give me a thumbs up or thumbs down for the answer. This has helped those students to share their answer, while letting me know if they were grasping what we learned for the day. The student feels success and I know that they are participating and growing in my art room.
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Heather Kate Turner Posts: 4
1/24/2022
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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 an exam every year that I give to all 5th grade students to gage their learning, I begin with a pre-test and use the same information for a post-test. Typically, I give this in a Google Form format. I have paper copies of the exam and read the questions and answers out loud to students that have specific learning disabilities. They are often confident about the concepts they are answering about, they simply need a different way to demonstrate that knowledge.
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.
There are a few questions on the same exam referenced above where I could stand to circle/underline/highlight directions to assist with them in their reading and comprehending of the questions. Teaching them test taking skills as we progress through concepts may be helpful as well.
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Erin Boyd Posts: 3
2/5/2022
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The student I am choosing to discuss assessment options for is on the autism spectrum. This student has repetitive behaviors that require movement, a need for personal space, and some need for assistance in staying on task as well as appropriately verbalizing needs.
Although this student needs personal space, it is important to include them in groups. The placement of the student is important, placing them on an end or corner of a table/desk arrangement where they can easily get up, move, and then return to the assignment. Clearly organized and available materials would benefit the student as well. While I might have groups share materials and tools, this student would do better if they had their own supplies available and prepared for them. I would avoid having this student share materials as it could upset them if they were unaware of where a supply item or tool went if a group member had already obtained it for use.
This student sometimes has difficulty following oral directions therefore, using an additional mode of presentation would be helpful. Digital cameras make it much easier to snap pictures of a project as steps are being completed. I, as the teacher, could take these visuals as I created a sample item before the class. These could be displayed for reference. This would help the student as they completed a step they could then look to see what they should do next.
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Mary George Posts: 3
2/7/2022
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I have a student on the autism spectrum who is also hard of hearing. He has preferential seating (setting accommodation), right up front near me. I use picture posters with symbols to convey directions, and provide written direction handouts as well (presentation accommodations). Extended time (scheduling accommodation) -more art class visits compared to the general education student- is needed to complete assignments. He uses adaptive tools such as loop scissors and larger grip writing utensils (response accommodations) when cutting, drawing, painting, writing, etc. Visual cues (presentation accommodation) are also needed to stay on task for him to be successful. He is very sensitive to change, so we stay aligned with his daily routine/schedule and stick to the allotted time per day, per week for art (scheduling accommodation).
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Linda Ayad Posts: 3
2/14/2022
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I have a student with severe behavioral problems EBD but she really enjoys art. She needs to have an environment without distraction and extra time to complete her assessments but it really has worked!
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Melissa Boyd Posts: 3
2/16/2022
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My students are assessed by the completion of individual projects. I have one class of students with intellectual disabilities and have found that many of them have difficulty holding crayons or markers. They are better able to use a paint brush for their art work. so, while I still provide projects for them to practice holing things like crayons and markers, they are given more opportunities to use paint either with a q-tip or a brush. This has helped them to feel more successful in art.
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ShavaunWojciak Posts: 2
2/19/2022
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An adapted assessment that works well with special needs students is the Grows and Glows. Students take turn talking about each others art with a positive critique and suggestions for next time. They can also do this activity with a Turn and Talk.
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Marcy McGahan Posts: 3
2/21/2022
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An alternative assessment I have used in my classroom is exit tickets. The exit tickets are verbal questions. If the autistic student can answer the art smart question of the day, then they can line up.
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Joanna James Posts: 5
2/21/2022
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I had two student with developmental learning disabities and profound intellectual disabiities. They were assigned their own curricullum which was covered with the assistance of an aide. This was participation scored pass/fail. They also had duties that carried outside of the classroom which gave them task completion and responsibility along with social skill practice. These were scored pass/fail also. One of the boys began to retain his math concepts but the other did not. Previous teachers had recommended a transfer to a ESE school for the second boy but the parents lived across the street from his current school which he attended with his siblings. It is a helpless feeling to realize that a child has gone through the system for years and is adrift developmentally.
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Elizabeth Armstrong Posts: 3
2/22/2022
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I had several EBD students in class. I provided extra opportunities to stay on task and earn incentives. One of the activities was to use an acronym I taught them to remember the 7 design principles which was”becrump”:balance , emphasis, contrast,rhythm,unity, movement and perspective/pattern. The mnemonic helped the student to recall the principles. He also loved speaking in front of the class so I made it a voluntary public speaking opportunity to recite it for the class.
Another thing that kept the students positive was to “catch them being good” by giving out tickets for positive behavior. On Fridays I did drawings of the tickets for treats. I taped the winning ticket on the treat and gave it to the teacher in the Mailbox (asked their permission to do so).
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Denise Quirk Vowell Posts: 3
3/8/2022
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I have a student that has physical and intellectual disabilities. When I have a written assessment at the end of a unit, I ask this child the questions verbally. He answers verbally and can show me in his work the concepts that I am asking.
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Susan Julio Posts: 3
3/13/2022
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I have a student who is legally blind. He has an adult to guide him through lessons and together we work to provide art lessons that give the student the option of more tactile choices rather than visual.
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Katie Holt Posts: 3
3/14/2022
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In past experiences with students who are nonverbal, I have used white board to small group discussion for students to share input and opinions. A different example I have used is to orally give a quiz to a student with disabilities in processing or reading/writing challenges. Students have the same quiz and information but have the opportunity to communicate knowledge in a way that better supports their skills.
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Sarah Wisniewski Posts: 3
3/18/2022
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I have a few students with ADHD. I give them extra work time to allow them to take breaks during their projects. This helps them to not get frustrated while working.
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Brandie King Posts: 4
3/25/2022
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- I would consider my class a performance/production class. We say learning to create and creating to learn. Many of my students with disabilities thrive in this environment. I have had one student since kindergarten who is autistic. Let’s call him Al. Over time he has grown and thrived in this environment. His fine motor skills were an issue. He would become frustrated using scissors. I would reposition his fingers and help him. The skill was not to cut but to create a picture using freeform and geometric shapes. The modification to grading was reduced to the completion of one object. He was able to complete the assignment successfully by making a car.
- I have another student, Joey. His artwork is always well done. In my classes artist statements and various forms of writing are used to demonstrate understanding once the visual image has been completed. He becomes anxious when asked to complete a writing assignment and extra time means he misses out on more attractive activities. As a result, Joey gives very little effort and his responses are not legible. I have worked with his teacher and our ESE specialist to find the best modify for his demonstration of understanding. He is allowed to read out his answers/paragraph to me. He does in fact understand and I accept a verbal response as a modification. I have shared that I believe a talk to text app would be helpful as he progresses into middle school.
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