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Brenda Naff Posts: 3
1/26/2020
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I have a class of 7 EBD students. I post art objectives on the board or elmo and students are provided exit tickets at the end of the lesson. Extra time is provided for them to write down the objective and provide a definition or picture example. When needed, they can work in a peer group and help each other to complete their tickets.
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Kimberly Delestang Posts: 3
1/26/2020
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During a computer based final exam that I had to give in the past there were a couple of testing accommodations that I was able to use to help my students that were testing that had disabilities. The students had the option of hearing the test questions if they wanted from the computer. Also, they were able to have extended time on their test.
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Marissa Kelly Posts: 3
1/30/2020
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When it comes to ongoing assessments during my lessons I have allowed my students with disabilities to provide answers or responses in other ways than verbally. Some of my students with intellectual disorders wouldn't be able to repeat the definition of a certain art term, but they are able to distinguish that term visually amongst other choices.
I used to teach a students with an intellectual disorder that made it hard for her to comprehend written material. She struggled in photography class when there were articles presented because she couldn't summarize the information or pull out the important parts. I believe allowing her to preview important vocabulary words beforehand would help her focus on the most crucial information. I also believe using visual aids a long with the reading would help her make sense of the more complex written material about cameras.
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Steve Tamburrino Posts: 3
1/31/2020
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Adapted Assessment:
Students who respond with scribble in a clearly laid out drawing assignment. We judge by effort, color choices if appropriate, and any recognizable features in the drawing. Student is praised accordingly.
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Elizabeth Patterson Posts: 3
2/3/2020
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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 had a student with autism who struggles with answering in writing, so I would let him answer orally, and I would record his answer and then evaluate what he said.
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Susan Collins Posts: 9
2/3/2020
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I have a student who is slightly autistic and completely nonverbal. I often give oral assessments in my classroom. With this student, I allow him to write or point to images representing the answers. He also needs more time to complete his assessments. In addition, he is easily distracted by sounds in the room, so I place him in a quiet area where he can work or where I can work with him.
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Laura Hobby Posts: 3
2/7/2020
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One of my students with ASD was having trouble learning the color wheel. I adapted the lesson so that he could do the assesment using playdough to mix the colors instead of pencil and paper. He was successfully able to demonstrate knowledge of primary and secondary colors.
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Kristin Holloway Posts: 3
2/18/2020
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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 adapted assessments for a student with generalized anxiety disorder. It is easy for this child to become overwhelmed when challenged with a task. I have adapted open-ended assessment questions to "true or false" and multiple choice answer choices.
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Marie-Claude Thellend Posts: 3
2/19/2020
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I had a mute student in my art class. When it came time for our class-wide evaluation/criticism, he would not provide any evidence of learning or mastery. I would take him aside at another time and do his evaluation/criticism separately. I would have cue cards for him to point to various vocabulary words, themes, words of personal expression, etc, and he and I would assess his work this way.
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Sunny Heo Posts: 3
2/24/2020
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I have a 4th grade student with ADHD. My students keep an artist journal all year long. It really helps me and the student to revisit the concepts that we learned. He have lots of energy and has difficulty focusing. However, he loves to doodle. For him to have sketchbook near him at all time allows him to take breaks between as well as a way for me to informally assess his knowledge.
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stephanie castellana Posts: 2
2/26/2020
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I work in an elementary school where developmentally delayed preschool children are attending. There are 5 classes that include specialized or intensive children. I see each class for 30 minutes for the entire week. Each of the classes and the children in the classes are all very different from each other and my assessment of their learning is acquired through multiple and various activities throughout the week. This variety allows me to observe different levels of engagement according to their interests and abilities.
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Tabitha Klessens Posts: 3
3/1/2020
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Adaptive assessments for a particular student with a learning disorder related to written expression, often uses visual representations as explainations of the concepts as opposed to written examples. These visual representations can be drawn by them or made from pictures or photographs and then verbally explained in order to provide clarification and demonstration of understanding of the key concepts.
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SShelton Posts: 4
3/7/2020
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I have several classes where the students are identified as InD. After each lesson I review the main concept and do a verbal response assessment. I have also used a printed graphic of the different concepts and have the students identify and respond by pointing to the visual cue. We do call and respond songs and movement dances.
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catherine flaherty Posts: 1
3/7/2020
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There are multiple ADHD students in my third grade classes. When introducing the elements of art, we construct a 7 "floor" flip chart with opening "doors" to illustrate the element. Students are provided independence to pick and choose which elements to describe until they are all completed. To keep them on track, a PowerPoint is provided with examples of each element. They're given a goal to accomplish 3 elements in 40 min. Completion of the chart and verbal questions are asked at conclusion of project.
I also like to do a friendly competition at the end of the year with grades 3-5. I construct a list of questions that pertain to each project we create throughout the year...artists mentioned, countries in which art was studied (Art around the World this year), elements/principles used...Students organize into groups of 3. Questions are rotated to each group, tally points for correct answers and simple, candy reward at conclusion. Very satisfying to see what they recall from beginning to end of the year.
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Edmond Farris Posts: 2
3/19/2020
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I have a student with limited use and limited range of motion of hands and arms. We have adapted assignments by breaking down tasks into simple shapes as well as placing working surface in an area where they can function. We have the student let teacher or assistant know when they are done with a specific section of the paper. While the finished work is not as detailed as other students, we can see from the artwork created that there has been comprehension and improved motor skills.
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Dalphna Bunch Posts: 2
3/26/2020
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have often used the extended time accommodation for many of my students. I generally will either go to them in their home class or allow them to come to me during my "down" time when they have any free time in their home class and provide them the time to complete their assignments.
I also have several students that have limited mobility and dexterity. These students are given physical accommodations to secure their work surface on the table or in their wheelchairs. One student in particular (wheelchair bound & extreme limitations of motion), we often taped (with paper friendly tape) templates to his paper or work surface to aid his motor skills. I would love to use utensil grippers to aid with holding pens, crayons, etc. for extended amounts of time, but none have been made available.
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DRRB
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Sandy Bachmann Posts: 3
3/29/2020
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3rd through 5th grade students are assessed by their end of year portfolios of everything they have done throughout the year. There was a boy with ADHD who had much trouble sitting down and focusing on the work. I allowed him to walk around the room when he need to, always keeping an eye on where he was and what he was doing/touching. I also had a corner on the Room which was called the Art Salon, which had books and some art-related games. This boy was allowed to sit in the salon to complete some of his work. These accommodations allowed him the freedom he needed to enjoy art class as much as the rest of the students.
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Lori Pashley Posts: 3
3/30/2020
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I do a Baseline test (Pre-Assessment) with 5th graders to assess what the new or old students know about The Elements and Principals as well as terminology like "kiln" etc. This helps me to see the readiness of new students and would help me to support Students with disabilities in the Art room. I use Summative Evaluation practically daily, so I can see where they are right now as we are working. I can adjust, add to, or take away tasks as needed right then for a student with disabilities.
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Crystal Strock Posts: 4
3/30/2020
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In the art classroom, pre-assessment is very important. It is vital to know if basic skills need to be readdressed before beginning a lesson. A weak foundation will lead to a weak product. In an ESE setting helping with the recall and refreshing things they already know proves very helpful.
On going assessment is often key with ESE students. Even just informal assessment as you walk around the room may be the key to stop a behavioral issue/meltdown. Catching a student going astray and redirecting them mid lesson is always easier than later in the assignment.
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owenhe Posts: 1
4/4/2020
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Marisa Hamamoto and her partner Piotr lwanicki from the United States presented a wonderful wheelchair dance in a social dance performance.
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