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SShelton Posts: 4
2/26/2020
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I currently have a third grade student who is visually impaired. She is totally blind in her left eye and has corrective lenses for her right. She is able to see large high contrast images, however, she has a hard time seeing the power point images on the projector screen in low light settings. I accommodate her by sitting her as close to the screen as possible. I also provide a copy of large print text and visuals at her seat. When demonstrating techniques I will provide her with large print step by step instructions. After group demonstration I will give her individual specific instruction.
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Krista Schilling Posts: 1
3/11/2020
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I have a students who really struggles with following along with the process of the lesson. He often gets fixated on the one part he would like to do first and need help focusing on getting back on track. To accommodate, I make examples with sequenced numbers on them so once he has finished the first task, he knows to move on to the second without having to remember what each step was in order. This way, he is able to complete his task mostly independently and correctly.
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Hanna Flannigan Posts: 4
3/11/2020
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"Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class."
I have had many students with ADHD (attention-deficit hyperactivity disorder) and here are some of the ways it has affected them in class.
- They make careless mistakes on classwork and overlooks details.
- They have difficulty following instructions especially multi task instructions.
- They are easily distracted and sometime very unorganized.
- They are forgetful and do not finish their work.
- They often loose book, homework, pencils, etc.
- They are sometimes impulsive and blurt out answers before a questions are completed.
- They like to move around, and cannot sit in seat to long.
edited by Hanna Flannigan on 3/11/2020
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Edmond Farris Posts: 2
3/18/2020
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"Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability."
I have a self contained ESE, Elementary class where some students are at a low level and some perform at a high level of understanding. One strategy I've found helpful is to Breaking Down Tasks into individual steps. This keeps the students who move quickly on track while I assist students who need more hands on guidance. One strategy I plan to use is by using Task Cards. This way they can also keep track of what they have accomplished.
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Dalphna Bunch Posts: 2
3/26/2020
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Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have used my Smartboard in my classes in multiple ways. I have incorporated some of the games offered by SMART to aid with understanding in different Art Elements, especially Color. There are sorting games that can be created. I have had students sort color families, such as: Primary/Secondary colors, Warm/Cool colors, Analogous color sets, etc. SMART has matching games, vocab games, and even grouping trivia games where students can compete.
I have also used coloring apps from my computer connected to the Smartboard for individual students to demonstrate steps they took to create a project. This help instill the project's creative process and the student became the teacher for their classmates. Students often become more engaged when one of their peers is standing in front of them instead of their regular teacher. I have often found that a student that has behavioral problems in class will change their behaviors when you entrust them to "teach". Giving them "control" of the device, such as a computer connected to the SMARTboard, empowers them and makes them more accountable of their learning.
I am also considering using Task Cards for Cooperative Learning in a Technical application. The Task Cards will be displayed and as the groups complete a step, they can check it off. This will help the students see their progress, and those who are ahead can see who may need peer help. This will also help me as a teacher know when a student is ready to have their progress assessed, corrected, &/or retaught.
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DRRB
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Sandy Bachmann Posts: 3
3/26/2020
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I had a student diagnosed with autism. He had a difficult time focusing on the proper steps needed to complete a weaving project. I made a video of myself showing how to warp the loom, then weaving the weft yarn onto it. I created a YouTube video of it and was able to show this student and the rest of the class over and over again, how it is done without me physically needing to do it live over and over again. Being able to use videos in class has complimented my art teaching in innumerable ways.
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Lori Pashley Posts: 3
3/30/2020
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Just last year I sat one on one with a female student for her FSA's and her Art Baseline and EOC. The accommodations we used were "One on One", small group setting. We also removed her from the classroom (away from all the distractions) b/c she needed to read to herself out loud. I was allowed (per her accommodations) to read to her / for her if she asked me to. We also took frequent breaks. In the Art room this year (she's now a 5th grader) I use these same accommodations with her in my class. She asks to move if she feels she needs to (she does often b/c the girls at her table are very chatty) and she walks around for a minute or two for a mental break, during class. As a result of last years testing and getting to know her in a different way as a result, I am able to do more for her and be flexible with her and her needs.
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Crystal Strock Posts: 4
3/30/2020
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One of my students has behavioral issues and trouble keeping his emotions in check. He is very intelligent and advanced in many ways, but his inability to control his actions make him a bit of a time bomb. In order to keep it in check and get the best possible work from him, I have put multiple strategies in place. The first is to always monitor his behavior when he comes in the door, and make adjustments accordingly (seating, length of intro, etc.). With him it is important to address anything he sees as a mistake QUICKLY, otherwise he will meltdown and destroy his work. Things like showing other ways to fix things, praise for the work he has done, or letting him start completely over are key. As a last resort when things do get out of hand, he knows he can find a space to isolate and regroup without a huge amount of attention being drawn to it.
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Crystal Strock Posts: 4
3/30/2020
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I find graphic organizers to be useful with my ESE students. If we fill them out together it gives them a verbal component along with written and visual. Venn diagrams can be very successful in analyzing works of art. They are perfect for compare/contrast discussions. Peer partners are also a total lifesaver at times! Whether it be language barriers or even just hearing the objective repeated to help stay on task, students respond well to that tactic.
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Mary C Tappan Posts: 3
4/5/2020
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Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
In my 15 years as an Art Educator, I had many students come through my door with various challenges from mental, to physical, to psychological. I think one of my biggest frustrations was that admin seemed to be simply satisfying the law/requirements of making sure they had integrated time with their peers, by popping them into Special Area. I had always wished that they would play to that child's strength. The Art room can overwhelming, especially at the elementary level. It is often loud, bright, and colorful. And the time is short, maybe 35 or 40 mins of special area time. On top of that, if they were in a self-contained class all day, then they were suddenly being thrown in with kids they aren't familiar with. And those kids aren't familiar with them! For example, I had a low functioning ASD student who did not handle the transition well or new places. He hated loud noises and bright lights. But with 28 other 3rd graders, I couldn't change all these issues. I did the best I could and made all the possible accommodations, but he was miserable. He loved math. He was high-level math, could solve complex problems in his head and loved to write out math numbers. His aide would always try to discourage that and encourage him to follow the lesson for the day. I told her one day, let's just let him make art about what he likes but ask him to use the supplies we are using. So he painted numbers, colored numbers, drew them, sculpted them, etc. It helped a little, but still, he had no interest in being there. I wish, they had found a way to let him attend a 5th-grade math class for his integration and give me a class period to work with him and the other exceptional students on their turf, doing art that they would like. It seemed the only thing admin cared about was checking the box off that he and others were getting gen. ed. class time but didn't care about the quality of that time.
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Carolyn Schott Posts: 3
4/8/2020
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I have an ASD student who is in a self contained classroom for his classes but comes to me for Art. When he started Art he would wander the room and make loud noises. The bright lights, colorful room and a room full of excited students affected his learning. He was over stimulated. I dimmed the lights along the front of the room to calm the environment. I created an area on one side of the room with a table and a rug for him to work so he has his own space and his movements won't distract the other students. I also have an aid who works with him and two other Autistic students. I modify lessons and make accommodations. I have discovered that he likes the color green. If I include green in his palate of colors he is happy and will work for quite awhile. I always give him the washable paints, a hardy brush and thicker paper because he tends to be rough when he paints. Sometimes I give him the "Do A Dot" paint which is easier for him to control. I also discovered that he loves the colorful magnetic tiles and building forms. He also likes the green textured foam to manipulate. I have been very fortunate to have the support of our ESE department to help me acquire many different materials I can use with my special needs students.
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Marcie Berthold Posts: 4
4/10/2020
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I have a first grade student this year with emotional and behavior disability. Her emotional outbursts and social interaction has made it increasibly difficult to concentrate on any learning objective. Her class comes in after lunch and recess so she often is rather upset and emotion regarding her peers. It can be rather disruptive to the class but we are working to help her and allow for instruction to occur. I have assigned her a seat close to my point of instruction and paired her with a peer that helps direct her in assistance of various steps in the art making process. I allow movement and flexible seating which has helped her control her high energy level. I find breaking instruction in small chunks, offering visual clues and drawing clear instruction visible on the board has helped her minimize frustration. I will often adapt instruction if I see anxiety building in her as she struggles or provide assistance and praise for her strengths.
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Marcie Berthold Posts: 4
4/10/2020
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I have a first grade student this year with emotional and behavior disability. Her emotional outbursts and social interaction has made it increasibly difficult to concentrate on any learning objective. Her class comes in after lunch and recess so she often is rather upset and emotion regarding her peers. It can be rather disruptive to the class but we are working to help her and allow for instruction to occur. I have assigned her a seat close to my point of instruction and paired her with a peer that helps direct her in assistance of various steps in the art making process. I allow movement and flexible seating which has helped her control her high energy level. I find breaking instruction in small chunks, offering visual clues and drawing clear instruction visible on the board has helped her minimize frustration. I will often adapt instruction if I see anxiety building in her as she struggles or provide assistance and praise for her strengths.
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Luisa Dugas Posts: 3
4/13/2020
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I teach in a large Public school in which all ASD clusters come at the same time that a regular class, and they call this inclusion. The cluster has 12 students with 2 aids and the regular class has 20 students and no teacher assistant. One of the ASD students suffers from Hyperacusis which is an increased sensitivity to sound. My classroom is very big and it becomes very loud with so many students creating art. In order to better serve this student, I have started using Child Noise cancelling ear muffs to control the sound and tasks cards so the student can participate and know what to do. Lastly, I take him into small group to check quietly on his comprehension and engagement level.
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Jennifer Protano Posts: 6
4/14/2020
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I teach in a public school setting and have a 4th grade student who is visually impaired , he has total blindness. This is the second year I have taught him. His classmates are very compassionate and considerate of his needs and helpful in every way. This year he has a new aide who has become fully immersed in learning and understanding the aspects of this student's disability, including learning braille. He sits with him and quietly speaks to student assisting him in touching and finding the supplies as I instruct the class. Student loves asking questions about the visuals being shown to class. When students are working independently, I am able to work with the student and aide, hand over hand, to have conversation, to monitor understanding of concepts being taught. Prior to class arriving and often while in the lesson planning. stages it is important to consider the objectives being taught. and how student can learn one or more standards in a different way. I make glue drawings that he can feel, we use textured paper and manipulatives such as Play-doh, I have markers for him that are scented and he has learned which smells go with named colors. I often tape his paper in place on the table and he can. feel where the edges are. so he. doesn't. lose his place. Tracing shapes and objects is implemented in. many lessons and we use lots of conversation during this creative time. He enjoys asking questions and explaining what. it. feels. like when he is creating something. Anything like types of clay or play doh is always engaging for student.
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Jennifer Protano Posts: 6
4/14/2020
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Katie Thaggard wrote:
I have a student in a pre-kindergarten class who is highly energetic, has difficulty sitting still, is easily distracted (even when I'm sitting right beside him), and doesn't seem to retain any of the information recently presented. When I give directions, I break it down even more than I do for the other students. Most children in his class can retain 3 and 4 step directions. For this little guy, I give one or two steps at a time. I have him sit directly in the front of the class so that most of the distracting students are behind him. For more complicated projects, I ask him to repeat to me the directions I just gave him. If he is not able to, I repeat the directions until he feels comfortable. While he is working, I often stop by to encourage him and ensure he is appropriately on task. This has helped him to be successful in my class so far.
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Jennifer Protano Posts: 6
4/14/2020
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Elaine Weeks wrote:
patricia salzano wrote:
One of my students in the second grade was Visually impaired/blind. He had a one on one para who came to every art class. I made some frames with wire screening in them. When we would do a drawing activity I would tape his paper to the screen so he could feel his crayon or marker going over the paper and it also created a bit of texture so he could "feel" his drawings. When we would be talking about shapes or textures in an artists work I would also provide maipulatives (spheres, cubes, "fluffy things, smooth etc...) to help him visualize what we were looking at.
I also use manipulative with different textures to motivate and discuss art topics. I have used hot glue drawings--allowing the glue to harden-- in order to have my student "read" the images/picture we are discussing. My student loves to discover and tell me what they are "seeing" by feeling the raised glue image.
When planning an assignment and taking into. consideration the visual. disability of my blind student it helps me to close my eyes and create a sense of visual darkness then take into consideration how I could understand a concept that is visual in nature. It is a challenge. I don't want my blind student to become frustrated so I try to offer him a selection of supplies or manipulatives to work with. Textured papers in precut shapes to. identify, trace, make rubbings with, collage with. He also has these wiki stix that are great for "drawing" with. He can easily bend and twist them together to make shapes and designs and they stick to. themselves with a gentle twist or firm pressure.
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Sarah Simpson Posts: 2
4/14/2020
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I have a student with behavioral/emotional disability who I have learned to accommodate over the course of the year with a little trial and error. This particular class comes to Resource immediately after recess, where students are energetic and riled up just before coming to me where we have to take some time to reset and get back into our "classroom" behavior. This student struggles with this every time she comes to Art class, and is often in disagreements with another student or two as they're walking in. I have come to expect it and have a system in place for separating students as they enter the classroom, with this particular student sitting nearest to me. I engage her often during the lesson introduction, and she loves being a helper as well. She excels in Art and is quite talented. So, typically - as soon as we're "settled" after the transition from playground to Art Room - she's fine as long as she's engaged and participating. The continuous encouragement from me and redirection we use as needed has really helped her become so proud of the work that she is creating.
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Jennifer Grikstas Posts: 3
4/15/2020
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One of my students with ASD needs instructions repeated and clarified. I will give her larger pieces of paper so she can create on a bigger scale with ease. I make sure to demonstrate the projects near her and offer a lot of visuals for the lessons she is taught. She can become resistant and upset if she thinks she has made a mistake, but consistent praise helps keep her motivated to continue and try new things. It does take a lot more attention from the class, but the positive reinforcement tends to make other students in the class, with and without disabilities, say encouraging words to her as well.
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Ashley Trares Posts: 4
4/15/2020
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Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
One student that I had in class had a visual disability. It affected his learning in class because he had a lot of trouble seeing things that were too far away as well as small print. To help I made sure he was sitting at the front of the room. I would provide him large print items. I would also enlarge the print on the computer screen. I also provided him with copies of what I was showing on the screen to the class.
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