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Felicia Stamp Posts: 6
5/23/2023
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Two accommodations I have used with my students are extra time for test taking and reading the test questions to the students. Extra time helps the students to process the information. And reading the test helps my students who are dyslexic.
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Lillian Hayley Munn Posts: 3
6/1/2023
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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 ongoing informal assessments for certain students to determine what parts of the learning goal they do and do not understanding. I ask questions as students are working to see if I can help steer them in the right direction and or, I pair a student who is struggling with a classmate who demonstrates a high level of understanding. If a student may not yet have the necessary skill-set to arrive at the desired grade-level summative product, I use ongoing assessments throughout the lesson to determine the progress in their individual learning.
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Seana Benedict Posts: 3
6/20/2023
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I use multiple informal assessments throughout the year. Such as observation, individual questions, and exit tickets to name a few. This way I can assess their understanding. Sometimes students can self-correct, but for those needing additional guidance, I give them a peer buddy or additional time in order to improve upon the skill or product. I use these different assessments to determine content knowledge and individual learning.
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Stef Prieto Posts: 3
7/18/2023
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I have a student with E/BD who is very skilled in technical drawing, and typically prefers to only draw their special interests. The units and lessons I teach in my classroom do not always align with this special interest, which can result in the student becoming distracted or not completing the task as instructed.
The checklist I use to grade finished artworks (the summative assessment of a unit) focuses on whether the objective was met rather than what the artwork looks like. I accommodate the aforementioned student by using informal ongoing assessments where I question them about what they are drawing throughout a project to assess if he has grasped a concept (for example: using value through shading, making a picture that tells a story, etc.). This way, when I am going through the checklist to assess the student for a grade, I can recall their personal explanation of their drawing process to determine if they met the objective.
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Amy Powell Posts: 3
7/19/2023
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
For my SWDs, it is typical for me to sit them close to the front or in the back of my room depending on their needs. I will read directions aloud, pair them close to a peer that will work with them well, and/or allow them more time. Most teachers at my school will accommodate them by allowing them to stay in my room a little longer after their class leaves or come during another part of the day if they need more time to complete an assessment or art project that is their assessment.
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Amanda Karioth Thompson Posts: 3
7/28/2023
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For all students but especially students who struggle with verbalizing their answers, I provide cards related to key concepts such as elements and principles of art. They can share their art responses with me using those cards to describe what types of patterns, lines, colors, and forms they're seeing in the artwork.
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Amy Toman Posts: 3
10/19/2023
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For a former student I had with language disabilities, she did not possess strong verbal communication skills, I allowed the adaptation that she could draw a response to a question rather than write or dictate a response.
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Raechel Sundeck Posts: 3
1/12/2024
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My previous school had self-contained ASD classes. I often used ongoing-assessment with each student during the art-making process. Step-by-step visuals were printed out for each student to have their own copy in front of them while creating. Some were able to follow the step independently after I pointed out which step they were to complete next. Others needed extra help, some hand-over-hand with certain materials (such as paintbrushes to make sure they didn’t go in the mouth).
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Danielle Moody-Aguayo Posts: 3
1/21/2024
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Adapted Assessment:
Students have the option to complete a writing response or verbal response for the conclusion of their art projects. All students must explain whether or not they successfully achieved the artwork they were trying to create, the problems they had to solve throughout the process of creating the work, and if they would go about creating the artwork differently if they had a chance to make a second work. Many of my students are low-level reading/writing; I give multiple options for the responses they give so that everyone can have a fair chance to respond and self-critique their works.
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Ashli Holihan Posts: 1
1/22/2024
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Adapted Assessment: Students have the option of writing, drawing, or orally describing an artwork or creating their own original artwork to display knowledge of foundational skills such as the elements of art and how to critique and describe an artwork.
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Emily O'Neill Posts: 3
1/24/2024
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I use exit tickets, give out pre and post art tests and keep a class portfolio. To accommodate my students with disabilities, I give them extra time, read questions, and display visuals for them. I adjust as necessary based on their IEP. If they are ELL too, I help them one on one and pair them with another student to translate.
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Nancy Burnham Posts: 2
1/25/2024
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I give entrance and exit tickets for students to engage in their previous knowledge and connect to what they are currently working on in class. In all of my classes I use Venn Diagrams, both written and physical. (I teach dance.) I also use performance based tests in all of my classes. I adjust to the individual students needs in connection with their IEP. I also use peer partners a lot in both my general elective dance classes as well as the classes with dance majors.
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Julie Ortner Posts: 4
5/20/2024
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An adapted assessment I successfully used with a student who had a learning disability was giving this student a choice to explain a concept in the best way that worked for him. Since he was several grade levels behind in reading, being told to write a paragraph would have frustrated him to the point where he would have refused to do the work. Since he did not have to write, he was actually enthusiastic about his art and was able to explain the concepts to me quite clearly. The assignment turned into a positive experience for him where he felt confident to explain his work to his table for the first time all year.
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