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Freamon McNair III Posts: 2
12/19/2022
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Question 2:
I once had a student at a middle school who was dyslexic. Every writing assignment was handwritten. When it was time to help him make the correct spelling of some words, I had to sound the words out for him to understand. I also had to allow him time to finish assignments. If I had to revisit the situation, I would have minimized the duration of the writing assignment for him so that his work was clear and concise. Another idea is to allow him more time to write out his ideas and thoughts. At that time, the students were allowed the entire class period to complete the assignment.
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Ellen Gibson Posts: 3
12/20/2022
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I have several students who have ADHD in my classes. I have found that on-going assessments work for me so I can let these students know how they are doing during the lesson. I use a lot of praise as I walk around the room which encourages them to stay on task and do their best.
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Gail M Lassner Posts: 3
12/24/2022
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I have a student with ADHD. He is given lots of verbal encouragement, including encouragement to move and take breaks as needed. He is also given extended time during assessments. This student is encouraged to move to an area in the room where he can sit by himself where he is better able to focus and concentrate.
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Jonathan Lynn Posts: 2
12/29/2022
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Once a week I teach a batch of classes with autistic students. They are amazing and a lot of fun to teach, but also challenging because some of the kids are nonverbal. A fun way to explore the principles of art has been to have printed labels when name, describe and have visual representations of the principles, and the kids and I connect them to the projects we are working on in class, and to examples from art history.
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Melissa Squires Posts: 3
12/30/2022
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities:
I had a student with visual impairments who was in the first grade. The skill and vocabulary that we were working on was "overlapping" in the collage studio. While the general students could use a variety of solid and patterned papers to show the skill of overlapping, the student with visual impairment used fabric and texured papers to create the overlapping collage. This type of adapted assessment allowed for a different material to be used so that the student could demonstrate understanding and knowledge.
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Alexa Clarke Posts: 1
1/6/2023
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I have a student with AD who struggled at the beginning of art class because the environment was less structured than his classroom. I found that he liked using the crayons, but he liked peeling the paper off first. I set aside a container of crayons that were older and allowed all of the students to peel them. Once he was focused and calm with this activity, he was able to concentrate on the project we were doing.
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Kim Sloan Posts: 2
1/11/2023
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I have a child with ADHD. I allow him to get up and circle the room as needed. He also can visit the next class room but without talking. When he returns we talk about the steps in the process and review. He is able to review each time and the lesson is then chopped up into attainable successful parts.
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Randee Vasallo Posts: 3
1/13/2023
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Exit tickets are a great way to find out if the students got the main goal of the lesson. I also like to sue TAG where students go around the room choose two friend to write T- tell them something they like (using art vocab) A- ask a question G- give a suggestion.
Lack of self-control is an issue with many student with ADHD and OHI
I follow a consistent/strict routine with how they arrive at my door, enter my door, how or where they sit (tables or rug) I take attendance and we recite a mantra.
Class rules and expectations are posted and reviewed. Regular procedures. Alternative activities and choices in their assignments and for early finishers. Individual setting (i.e., one-on-one) Increased opportunity for movement (supplies are sometimes in a community area or on the table.
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Jerry Young Posts: 3
1/26/2023
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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 student (Amber) who is hard of hearing who wears an amplifier around her neck which transmits to her hearing aide. In addition to having directions written on the board visible to all students, I also stand near Amber whenever I verbally go over the directions so as her amplifier can assist in a more effective manner. If she has questions about an art project and I am unable to assist at the moment I have her seated next to her good friend who assists her.
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Ginjer Fassold Posts: 3
1/27/2023
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I usually assess class projects based on completion of the elements of art and principles of design. I have a class with a student who has an other health impairment (ADHD). He started the year in groups with everyone else and requested to sit alone to focus more. When assessing their artwork, I found he would forget several of the targeted elements and principles. I found by chaining the directions, he was more able to focus on the task he was working on. I also used more than his completion for assessment. I took into account our conversations and my observations of his effort while we kept pace on the project completion.
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Ginjer Fassold
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OLLIE POTTMEYER Posts: 3
2/1/2023
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Some examples of adaptive assessments I have used successfully are a fine arts rubric and art money/ticket out the door. The fine arts rubric has been helpful to keep students with Autism Spectrum Disorder relaxed and less stressed/overwhelmed about learning, producing artwork, and self-assessing. The Art Money/Ticket Out The Door are awarded for answering questions correctly about lessons and it is an easy way to monitor and understand their progress.
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Michelle Jessup Posts: 4
2/3/2023
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My elementary students are assessed based solely on their behavior and participation. I have several students with disabilities which prevent them from participating fully. I have provided them with accommodations and modifications which allow them to be successful. For example, one student is unable to sit at the table quietly and pay attention to a lesson, so I allow her to sit on the rug and play with art toys while i teach the lesson, she then comes to the table to do her version of the project and then goes back to the rug. I also modify the projects so that students of all ability levels can be successful.
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Bernadette Conway Posts: 3
2/8/2023
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I developed a rubric with visual symbols and samples of various stages of artwork so that non readers were able to identify the lesson goal and objectives at the beginning of the lesson, and then assisted them in individually completing that rubric in an end of lesson review in order to develop self assessment skills.
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Teresita Rada Posts: 3
2/13/2023
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Upon completing a test, i would have an interview with the student to tell them what they need to work on and what they are successful at doing during testing. After that i develop an IEP for each student and have my tutors provide them with the instruction that they need to succeed.
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Holley Abbott Posts: 3
2/14/2023
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I used daily journals for all of my students in my Kindergarten classroom. The mainstream students were able to write and draw independently in their journals and I would dictate their drawing/writing underneath. My student with a disability, was unable to write his thoughts and ideas on his own. So he would verbally express his ideas, and I would write it in his journal with a highlighter and we would trace over it. We did the same thing with his name daily. Eventually, he was able to write his name independently. This use of student journals was used as an ongoing summative assessment tool in my classroom.
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emily kyle Posts: 20
2/16/2023
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I have a visually impaired student that could not see well enough to draw on a sheet of paper with pens, pencils or brushes however, the student could use legos very well! I would read a story or poem to my students and have them interpret what they felt was the meaning of the writing. While my other students would use, pens, pencils, brushes to interpret the story/poem, the visually impaired student used legos! It was a brilliant move and as we moved through the project, some of the other students wanted to interpret the writing with legos, too which made the visually impaired student feel included in our work.
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Heidi S Rodeheaver Posts: 2
2/20/2023
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In my classes they are given an assignments after reviewing techniques, artists, and/or tools that are very open ended. The student must demonstrate the knowledge of the subject being taught but the outcome is interpreted and demonstrated by the student, with the myself checking verbally and visually for comprehension
edited by Heidi S Rodeheaver on 2/20/2023
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Loryn Steele Posts: 3
2/26/2023
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I had a student with dysgraphia. That student was given the assessment for writing notes on the computer using note entry on
Finale and to participate in an activity I created using physicality I called "human notes." In fact most students in class enjoyed reading and writing music on the computer. We also created a sort of tableau in groups "human notes" where we created notes from movement and statues and practiced reading the so called pantomimed notes. These activities were received well and did not make a student with a disability feel singled out or embarrassed to notate music in a different way from pencil and paper.
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emily kyle Posts: 20
2/28/2023
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I have a student in my classroom this year who is unable to speak along with other disorders. I have made a touch board for her to use in response to my questions. I change the images on the touch board sometimes daily but mostly weekly to teach the lesson. I assess her knowledge by placing two images on her board, ask an assessment question and ask her to point to the correct answer. She touches the touch board then I change the images before asking the next question. Sometimes, I will put three images on her board so if she chooses an incorrect answer I can take that wrong image off of the board and ask the question, again with the two remaining images, one of them, of course being the correct answer. In other words, I give her a second chance to get the answer correct.
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Lauren Dross Posts: 3
3/4/2023
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I teach at a pride program in duval county that services EBD students that are in self-contained classrooms. When I go to their classrooms I have student sit in their assigned seats doing tiered assignments. One of my students who is ADHD, is able to stand the whole time and has a rubber band at his chair to play with. I get in close proximity and allow to have a conversation about what he is creating and what art words he is using. He likes to describe the colors and the tools he is using. This allows me to see if he has understanding of the project and time for him to talk. It also gives me a chance to talk to him about the concept and make sure that he is comprehending the lesson.
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