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Melissa harmon Posts: 3
12/8/2017
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- I use technology or my student with a orthopedic disability. I use a computer with microphone so that she is able to orally type her answers. she has limited use of both hands.
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Melissa harmon Posts: 3
12/8/2017
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After reviewing the accommodation checklist, my student will benefit from a scribe. having a scribe would allow her to verbalize her answers and thoughts with having someone write them for her. She also will benefit from a accessible workstation which will allow ample space for her to work and move about with her wheelchair.
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Deborah Walker-Tannehill Posts: 7
1/1/2018
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I have a kindergartner with Downs Syndrome. He has low verbal abilities, and has difficulty staying seated during lessons or work time. He enjoys modeling clay on days when he struggles to remain seated and actively engaged. Through repeated practice, he can correctly use a tool to create textures in the clay. If I ask him to create smooth texture, he can roll his clay out using a pencil after just a couple of tries. He can create a bumpy texture by pressing the back of his pencil into the clay to create circles and ridges. He will say "bump bump". He often is assessed by being provided three choices of colors or pictures to pick from. He will point to his answer. I am very careful to demonstrate safety in handling our tools. He can be reminded with a gesture that he needs to turn his pencil around before handing it to another person. He gets frequent one-to-one assistance from the assistant or myself during the art making process.
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Corrie McCoy Posts: 3
1/11/2018
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I have a student with dyslexia and adhd. He is unable to independently write responses or read large text, so I have him draw his responses. I read the question aloud and he draws his response . An example might be to explain the difference between an organic and a geometric shape. He draws a geometric shape on one side and an organic shape on the other. I have also had him verbally explain answers but I found that draws too much attention if the class is large. So, I added a drawing response section for the entire class so he doesn't feel different. I have also taken this approach with students who are several grade levels behind. Due to time restraints in art I keep a checklist (ongoing assessment) and verbally review with students. I can check their names off when I feel they have grasped the concept and can verbally explain it to me. This doesn't put one student on the spot. They are unaware that I am assessing them.
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Renee Sebastian Posts: 3
1/12/2018
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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.
I had a VI student and when we did self-portraits, hers was made out of clay. The rubric for the assessment was modified to access form rather than shape and line, but surprisingly many of the rubrics remained similar such as the ones for proportion or application of symmetry.
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Heidi Rodeheaver Posts: 3
1/14/2018
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For my student with a SLD, I have made the directions in a list form each direction is accompanied by a simply drawn picture illustrating the direction. This is put in poster form at the front of the room for all to see. I also demonstrate using a document camera. This way we can go over every direction I can demonstrate and then have him refer to the poster if directions are forgotten along the way as the task is completed. The completed project is the assessment because I can see by the finished project if the concept and directions were understood.
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Renee Sebastian Posts: 3
1/16/2018
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
As one way to summative access students at the conclusion of a project, I may have an exit slip that is also a self-evaluation rubric form. For some students, a picture derived rubric form would be implemented if they required it and for others the form may sit at the table during the duration of the creation time of the project. This helps especially the ADHD student remain focused. A simplified check-list of steps may also be provided, as well as a visually rich explanation of the procedures to aid during formative assessments.
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Emma Johns Posts: 3
1/17/2018
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I have a 5th grade student with sensory processing disorder and anxiety. For performance based assessments, I go over the rubric with her before we begin working. I tell her about the materials we're going to use, what they feel like, how to use them. She is given the option to continue using those materials or using something else (example: she has issues using glue, so I allow her to use tape when possible). Students are to complete a self assessment when they are finished with their project. She is given extra time in class or at home to complete. She is also allowed to dictate her responses, or she may draw her response.
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Mirta J Ramos Posts: 5
3/5/2018
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In my 4th grade class I have two students that are SLD. In order to accommodate the students' needs I give students extended time on assignments/tests. Students are pulled for small group instruction where students preview the skills to prepare for up coming lessons.
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Deborah Walker-Tannehill Posts: 7
3/13/2018
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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 with Downs Syndrome. The student has difficulty speaking clearly and is very easily distracted. The student often leaves the assigned seat, plays at the sink and water fountain, or in the bathroom. The student will leave my room and travel down the hallway. The teacher assistant and I use the terms "keep working" and "Great job, keep going" with the student when engaged in project work. We redirect attention back to the art project with constant encouragement and provide options (choices of colors and materials) to complete work.
The student is using Access Points and I have recently started the use of task boxes for this student. A lesson about the Principles of Design to include balance or symmetry will include a task box with a laminated mat that includes a line of symmetry. The box may include wooden block shapes or laminated cut outs so the student may show an arrangement of shapes on either side of the mat to demonstrate symmetry. This would eliminate the struggle of completing a guided drawing activity with the rest of the class. The student would then be provided a pre-drawn symmetrical sample to color the same on both sides (as the student is able to color).
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Jennifer Day Posts: 3
3/15/2018
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I have a small group of non verbal, SI, ESE students who I work with once a week. I will ask questions and they will point to the responses in regards to colors, shapes and textures.
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Lisa Ross Posts: 4
5/8/2018
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I currently have a student with highly functional Autism. He struggles in almost all classes except for mine. I treat him like everyone else and he rises to the assignments every time. The art always indicates that he gets the assignment but he could be missing some of the why's.....why we are working on what we are working on. I think a pre-assessment could help me understand what skills and knowledge they are entering the project with. I am often surprised that they do not know the artist or art I am talking about. I do use exit tickets and the addition of a pre-assessment will give me the entire picture.
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Lisa Ross
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Art Tch Posts: 3
5/27/2018
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Preferential seating is a major accommodation we use. Once the large group lesson has been presented, we often have groups working on different projects, based on progress and need.
Picture cue cards as a Response to Behavior intervention are great nonverbal ways to remind my students to get back on task without distracting others or losing the flow of classroom activity.
Changing the lighting, adjusting the blinds while the overhead cam is on to lower the glare factor are two daily options for visual presentations.
Next year, I am thinking that using the sketchbooks more as unit pretesting, as journaling tools, and visual mapping of content. Students could also engage in cubing activities more often using the Feldman process.
These visual recordings could also be used as additional forms of assessment.
edited by Art Tch on 5/27/2018
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Taryn Lumia Posts: 3
5/30/2018
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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 not used one yet, but I have an assessment that uses pictures in lieu of words. It also bolds and highlights certain words and uses more simplistic directions (numbered directions) and vocabulary. This can be used for a student with variety of disabilities and can also be dictated.
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Sahmiah Eacret Posts: 3
7/5/2018
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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 do have a student with multiple disabilities (non verbal and physical). I made sure to put him at a table that is easy to access and close to the projector, so he can see any powerpoint/videos we are using to help with our lesson. Also, I have placed him with other students that can help with peer instruction when I cannot assist him. For assessment on his projects, I look to see if he has used any of the materials to make any kind of marks on his paper. If he needs a circle for the project, I hold the tracer and let him trace around the best of his ability. Since he has limited mobility, making colorful marks on his paper is a great accomplishment for him, and I do accept that for his art projects.
edited by Sahmiah Eacret on 7/6/2018
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Richard West Posts: 3
7/8/2018
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One of the things I do for assessment in my classroom is Gallery Walks. I have noticed this works well for my students who ADD or ADHD. This activity allows them to get up and move around and see other students artworks and rate it. In a gallery walk, we will discuss and write 3-4 things we need to look for in the artwork and write them on the board. Each item is given a color and students are asked to judge the artworks which best used the items written on the board. After walking, looking and judging the artwork. Student are put in charge of discussing about the works. A small stuffed animal is tossed around the room to each table. Whoever has the animal has the floor. That student is charge. He or she discusses and takes questions from other students. The students with ADD or ADHD love it, because they want the stuffed animal and share their thoughts and be in charge. In order to be fair, each table must receive the animal and it must go to someone else who has not had a chance to speak.
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Margit Turner Posts: 3
7/9/2018
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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.
I have found that some students do not want their peers to know that they receive accommodations - extended time is the one I encounter most often - In addition to one on one assistance, I will provide the option to adjust the size of the work they create, this allows them to complete the work at the same time as their peers. The students get involved with their own work that rarely do they realize that others created a finished piece that was smaller or that I may have adjusted requirements. While art is typically very visual, I will also have students verbally discuss the goals of the activity to demonstrate understanding. The art room allows opportunities for success in ways that may not be as easily possible in academic rooms.
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Kelly Parker Posts: 3
8/1/2018
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Luckily I am not required to formally assess my students, but I still check understanding of concepts and skills through completed projects. Since I am able to modify and accommodate through the process as needed I can observe students understanding as they work based on their abilities. To answer the question though....I have a couple of students that are mute and I give them the opportunity to write their explanations instead of giving them verbally. For my visually impaired students I've given them the opportunity to use 3d objects to demonstrate a concept that other students are drawing to demonstrate understanding.
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Connie Wills Posts: 3
8/30/2018
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I have a student with a visual impairment. When I assess this student in written form, I give them a adapted handout with extra large print so they can read it easily without struggling. They also use a colored overlay to help as well.
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Michelle Herkel Posts: 2
9/10/2018
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I have a student with Downs Syndrome that I teach. She is on access points. So when I am doing a lesson on line. I watch the student is doing and instead of using the entire piece of artwork as a summative assessment. I might look at what types of lines the student used and notated that.
Also, because she is a first grader. I use a rubric that is geared towards her for her motor skills. I access her at the beginning of the year and then use the rubrics throughout the year to see what she improves upon.
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