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Andrea Kelly Posts: 3
4/5/2019
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I teach preK through 8. I have some students who may have developmental or cognitive disabilities (Although I have not been made "officially" aware of it). I see that some students who don't perform well academically enjoy art class and are very creative. Some students have different learning styles or learn and complete assignments at different paces. I allow slower working students more time, allow for questions and I spend extra time with students who don't grasp some concepts. When I have to explain something to a specific student after the class moves on with the project or assignment, I may use different demonstrations than what I used with the group and spend individual instruction time with that student. I will also monitor the student's progress more closely and see if the work they are doing reflects understanding of the material.
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Cathy Gardner Posts: 3
4/5/2019
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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.
For the students with Emotional Behavior Disorders (EBD), I use visual rubrics that are easy to understand. At the end of an assignment, 4th and 5th grade students will write a paragraph about their artwork. For the EBD students, they are allowed extra time to write and they may add illustrations to help explain their process. Exit cards are another way I have assessed EBD students, usually as a fun "Ticket Out The Door". Students are asked a question about their artwork or something they learned in art class and they write it on a note card as a "ticket" to line up. It is not stressful and it gives me a quick assessment of what they understood from the lesson.
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Jean Posts: 3
4/12/2019
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I have a student with autism that absolutely loves sharks/ sea life/ dragons. So, whatever project we are doing, I find a way to let him incorporate that into the art work. It's a special part of his rubric. "Does artwork include a shark or dragon"
It keeps him focused and happy
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Patti Wheeler Posts: 4
4/23/2019
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For students with disability, I have used an Exit Ticket for assessment successfully in the past. Students can write or draw what they have learned or tell me as I write it for them privately before they leave the class. I also use their artwork as a performance artifact of whether they've successfully fulfilled their required skills. Each art lesson is "open-ended" so that students may add more than the requirements so that each artwork shows differentiation in results for solving an artistic "problem" or challenge. I also allow extra time on any End Of Course test & read aloud the questions for students who are identified as needing this accommodation.
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Danielle Fitzsimmons Posts: 3
5/1/2019
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I have multiple students with ADHD in my classroom. When completing tasks I chunk them into smaller tasks and we take brain breaks after each chunk is complete. Knowing breaks are built in helps the students focus for short amounts of time and they can see their own progress.
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Claire Natoli Posts: 3
5/10/2019
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I have a student who is completely deaf in one ear and has learned to read lips. I make sure when addressing the class, he is always on my left side (his hearing side is closest to me) and that he can see my lips as he has learned to read lips. I go over the assignment with him to make sure he understands what is expected of him. He does a quick pre assignment as to show me he knows what is expected and then he does his assignment.
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Andrea Peacock Posts: 3
5/10/2019
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I had a student with a disability in my chorus classroom for 3 years. She had to be evaluated individually vocally as the other students. As she could not hold pitch well, she was asked to demonstrate high notes verses low notes. She would also be asked to point out specific locations in the song and demonstrate the rhythmic value by speaking the words.
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Linda Nieto Posts: 3
5/11/2019
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I have used pre and post tests multiple times. Pre and post tests not only allow me to restructure my lessons accordingly at the very beginning but also I have found that they are also a source of great satisfaction at the completion of a unit seeing just how much the students have grown. Also, depending on my individual student's abilities, I have also utilized oral assessment or allowed illustrations to represent learning on occasion as needed. While individual student assessment is necessary, there are truly multiple ways to determine student comprehension while ensuring students feel successful as well.
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Madison Obear Posts: 3
5/14/2019
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I have a student who has a scribe when testing in his general ed classes. In my class, pointing to the correct answer or responding verbally to questions would be appropriate for his assessments. This would benefit the student because he would not struggle to write out his answers.
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Palma Gilder Posts: 4
5/15/2019
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I had a student who had fine motor problems with his hands, so I purchased larger pencils and paint brushes for him. It helped him in manipulating much better and he was able to feel successful.
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Gabriel Loo Posts: 3
5/18/2019
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I use rubrics correlated to the 7 elements of design that allow students to asses their project as well as the process. LD students also use sketchbooks and drawing tests that help them to reach gains with the curriculum as well as achieving learning processes.
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elijahmckinnie Posts: 3
5/21/2019
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Students with disabilities in the class are given a shorter assessments. All assessments cover Florida standards. Items in which students have to write the process of a particular concept, these students are able to draw and explain their drawings to receive credit.
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Lindsay Nichols Posts: 3
6/5/2019
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For those students on access points, I keep a portfolio of their work and review it with them individually to find elements within those works of art that show that they've met the access point. This way, I can keep it mostly interest based. Especially those students with autism that are drawn to one subject matter, we can look at their artwork together and find an example that uses line, or an example that uses secondary colors. It keeps them engaged with their own artwork.
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Gretchen Hale Posts: 3
6/6/2019
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I have a student with dysgraphia. Due to his disability, he struggles to write information down on paper. At the end of my a project, students in may class complete an art reflection sheet on which they are asked to identify the media used in the project and write a few sentences to answer questions about the elements of art used in the project. For these reflection sheets, my student with dysgraphia is able to complete the sections that are multiple choice, but he dictates his answers to me for the written portions. As another option, he can also type his answers on an ipad.
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Vanessa Caudill Posts: 3
6/16/2019
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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.
My students are graded for their art process and art product. To assist a student with ADHD throughout his project, I provided him with larger markers. We were working on coloring and color theory using good craftsmanship, which required slow strokes. This student tends to lose focus frequently, so he can follow behind easily compared. Changing his materials helped keep him on task and also kept him from getting frustrated. For another student with a SLD, I provided a form of differentiated summative assessment. Students needed to write a reflection about their artwork. Other students were given a rubric with topics and questions they must discuss in their learning reflection. This student was still required to complete a written reflection, but I differentiated the format. It was a fill in the blank paragraph to help him with writing, as his writing level is 2 years below his peers. He felt much more successful when he was able to complete his paragraph in the given class time. He was still able to demonstrate important art concepts and write about it, but at his level.
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Maureen Tucker Posts: 5
6/17/2019
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This past school year, I had a student who was on the Autistic Spectrum (Asperger's Syndrome). The student had repetitive patterns, and he completed classwork depending on his mood and his personal use for the assignment. To add, his social interactions with peers were sometimes inappropriate and rude which caused challenges with his connections and interpersonal relationships with teachers and other students. This made grouping or peer partnering difficult. Therefore, to gauge his level of understanding through assessments, there were alternative measures to check for comprehension...self evaluations (ongoing assessment); teacher observations (ongoing); exit cards (post assessment); student journal (post assessment). The aforementioned assessments allowed this student to be reflective and it empowered him because he is moving at his own pace but is involved, and the assessment did not require him to be directly involved with classmates.
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Gerilyn McGorry Posts: 3
6/20/2019
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This last school year, we had a new third grader enroll that was non-verbal and being assessed on ACCESS Points. A majority of the time, he would rock back and forth moaning. He did not want to do anything. He would hit himself and grab others around him. He had a one-on-one para, but he would still stomp around the room and try to leave. I was having a very hard time grading him. I met with his mom and homeroom teacher and we picked one Access Point standard for him to work on: - VA.3.S.3.Pa.a: Manipulate selected visual art tools and media.
- He already had a grading scale they were using in the classroom and we transferred it to the Art room.
- A = all work done by student
- B = most work done by student
- C = hand-over-hand (50% student/50% teacher)
- D = hand-over-hand (mostly teacher)
- F = refusal to participate
We also had a reward system in place. If he did five things we asked him to, he got a short break away from the project. We used laminated paper pennies and put one on his chart each time he did something on his own or with help. He went from throwing paintbrushes across the room to putting the brush on paper and manipulating it. He had some great masterpieces at the end of the year!
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Romney Coleman Posts: 3
6/23/2019
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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.
My students sketch their ideas for each project. They are asked to sketch 2-4 ideas. This allows students to choose how many mini drawings they do according to their abilities. When they are done with their sketches they can either write about which sketch they want to turn into a final art project, or they can verbally conference with me to discuss which sketch they want to turn into a final art project. I also allow the students to share with a partner about what each person drew and how it fits the learning goal (I can statement). These adaptations and alternative choices allow me to properly assess if the students are working toward the learning goal.
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Kathy Schmidt Posts: 3
7/8/2019
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I had a student in kindergarten last year who was essentially paralyzed, but could use his feet to hold crayons and paintbrushes. He really couldn't speak well either because he had some type of tube in his throat which his nurse would have to vacuum out during class. Once he begins to read words, one assessment I can use with him would be for him to point to his answer for my question. Another strategy for helping him get assessed would be securing his paper to the table. It would make it easier for him to draw or paint different lines or shapes I ask for in the first grade assessment.
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Teresa Zemaitis Posts: 4
7/9/2019
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I have an autistic student who was in my yearbook class and expressed an interest in photography. She requested some photo assignments last year. Shooting team photos can be a bit chaotic and I was worried that it would make her nervous. I always send a new photographer with an experienced photographer the first time out, but in this case, I went along as well. I wanted to demonstrate the best way to keep the event organized and how to deal with athletes who can sometimes be silly and give the photographer a hard time. Jane’s ticks were strong at the beginning of the event, but after getting more comfortable she had taken control and was telling the athletes where to stand and how to pose. Afterwards, she said it was fun and requested another similar assignment.
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