|
d c Posts: 4
4/15/2020
|
Thinking of one of my current IND students if she is given paper in my classroom she rips it and throws it to the floor. We have adapted various options within the classroom to laminate items and place items that are laminated with velcro and also implement projects with magnets.
|
|
|
0
link
|
|
d c Posts: 4
4/15/2020
|
Hell I a also enjoy weaving in my art room and I like to provide them with voice recordings as well saying steps like under over under over.
Sandy Bachmann wrote:
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.
|
|
|
+1
link
|
|
Ashley Trares Posts: 4
4/15/2020
|
I really like all of your ideas for using the Smartboard. I have a Smartboard, too, and have been looking for ways to incorporate it more.
Dalphna Bunch wrote:
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.
|
|
|
0
link
|
|
Cheryl Dale Posts: 3
4/25/2020
|
Administrator wrote:
Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
This is the first year that I have a student who is Visually Impaired in my 3rd grade visual arts class. It was difficult for this student to see the intended expectations and skills that were displayed on the board. Some accommodations that I worked on for her were to have a personal example of the project steps at her table that she could touch or put very close to her face. We were working with clay, sculpting a 3-D animal and I discussed her plan with her verbally (other students drew and labeled their idea on paper). I modified my lesson on the forming day by modeling through hands on teaching and having her copy my movement and feel of the clay to make the parts of her cat. For example, I rolled a sphere with her hand to teach her by the feel of the clay and the shape. She was allowed some additional time to practice then she used the tactile touch of the clay cat to create 3-D shapes of spheres for head and body, cones for ears, and rolling a coil for its tail. Having a visually impaired student does challenge me to think of ways for her to achieve success meeting our learning target and enjoy the creative process on the way.
|
|
|
0
link
|
|
Lynn Posts: 2
4/28/2020
|
My art student had difficulty drawing and understanding concepts. I used an app called Amaziograph which automatically draws symmetrically even with a scribble drawn with eyes closed. This helped since his eye-hand coordination wasn't strong. This was p aired with a kinesthetic song and video. The student danced and sang to the song while reading the words. I used another app called Tracer. Students traced a line as it appeared. The app showed the original, and the student's tracing. Next I scaffolded the activity by having the student watch the lines appear and draw them on paper. I could have added another step by having them trace the same item on a light box. The student enjoyed both of the activities. He did not get frustrated. These apps were used as practice before he created his paper art.
|
|
|
0
link
|
|
Jo-Ann Brazle Posts: 4
4/29/2020
|
One of the students that I had in my class was developmentally delayed. He was also non-verbal and had difficulty following simple one-step directions. He perseverated on certain colors, his was blue. He had difficulty transitioning from one activity to another, including lunch. He did not like to stay in his area. I needed to understand my student to be able to assist and ensure learning.
I used visuals to assist him with following directions. I would show him the visual, perform the expected behavior and then give him the opportunity to do so.I also used lots of pivot praise. At first, he completely ignored the visual and continued to do walk around the classroom. I continued with the visuals. Eventually, he would stay for short periods time before he would get up to do something else while whole group was ongoing. I gave him the flexibility of moving about as long as he did not disturb the other students. I modified my instruction was to include him. I just included other elements that everyone would benefit from. Repeating instructions, speaking slowly and distinctly, demonstrating or using TPR where applicable. I acontinued to use pivot praise and tangible rewards. Eventually, he went from sitting for 1 or 2 minutes to about 10 minutes during small group and large group activities. If the directions called for using a particular color crayon or marker, I allowed him to use his favorite color, blue. Demonstrating the learned task was more important than the color he used. He was also given flexible time to complete an activity. It was important for him to complete an activity before transitioning to another (or he would have a total meltdown). I used visuals to assist with communication and lots of repetition , and also showed him the expected responses. Eventually, he began using one or two words with his peers during centers. His articulation needed some work but he was able to now interact with his peers. What I eventually discovered was that during the times that he was not sitting with the small or whole group he was listening and learning. He was with me for two years, and when he matriculated to the next grade, he had become one of the smartest students in my class!
|
|
|
0
link
|
|
Jo-Ann Brazle Posts: 4
4/29/2020
|
Michelle Ulvila wrote:
I had a student in my class with a speech impairment. Due to this diagnosis, I barely heard her talk. She always did well on tests and assignments, but I never really knew how much she understood because of her lack of participation. This student was also very shy and had trouble making friends. I could tell that she would become frustrated during group work because she didn't know how to communicate with the other students. After working with her speech therapist for several months, she began to come out of her shell. By the end of the school year, she was participating at more than an acceptable level. Her therapist, parents, and I were very proud of how far she came.
Having a student with a speech impairment is challenging. The fact that she did well on her assessments shows that she understood the material. working with her speech therapist was a great idea, that allowed you some insight as to how to approach communicating with her. Using multiple ways of assessment would be helpful too. Using repetition and emphasizing articulation helped me in such circumstances. Also using music. Kids love music, this avenue help me help those with articulation problems. I made sure they learned to sing the song by properly articulating the words. Of course,the speech therapist was a Godsend.
|
|
|
0
link
|
|
Sandra Valeria Stojack Posts: 2
5/6/2020
|
I have a student with an Emotional/Behavioral Disability. The student is very unsettled and hyper: always paying attention to someone else's conversation to create reason to disagree and start a verbal fight that sometimes escalates to physical fighting.
His learning is mostly affected by the lack of attention, as if one does not focus on what is being taught, it is hard to keep up with the majority of his fellow students. His disability disrupts other students as well. My way of addressing his challenges is to extend extra personal instruction and vigilance to him. I often find that challenging him in front of his peers gives him focus which leads to improved personal productivity and pride of accomplishment.. Sometimes I talk with him, to find out his interest, and try to accommodate those interests within his projects.
|
|
|
0
link
|
|
Antonio M Hunt Posts: 3
5/7/2020
|
Noted in his IEP, a past vocal student was significantly visually impaired, yet a gifted singer by rote memory. The subject I teach is chorus/vocal music. The most common size of sheet music is 7x10 inches. Looking at the standard octavo layout of published sheet music was difficult for this student to be comfortable pacing throughout instruction. I noticed this student would often position their face close to the standard layout while learning new or reviewed vocal literature. Successful Strategies: I had to induce or expand the sheet by xeroxing the selected literature for that instructional week. Also, I will make sure the score was posted on the digital smart board/screen making sure he was in close proximity to the smart board/Projected screen. These accommodations were a success to his overall visual ability during instruction.
edited by Antonio M Hunt on 5/7/2020
|
|
|
0
link
|
|
David Johnson Posts: 3
5/8/2020
|
Describe how fine arts educators can use the state and federal laws to advocate for the inclusion of students with disabilities in fine arts.
I'm not sure if this is the right place to post this, but the directions for the Teaching Students with Disabilities in the Fine Arts class were not 100% clear. I recall having a practicum in an elementary school music class over 30 years ago. I got the opportunity to observe and participate in instruction for general education classes and for one self contained class for students with various disabilities. Some of the students in the class for kids with disabilities would have done fine participating with their non-disabled peers. As current laws require students with disabilities be educated in the least restrictive environment, I believe those classes would look different now than they did three decades ago. These days, at the elementary level I see special areas such as art, music, and p.e., being great opportunities for including disabled students with non-disabled peers.
|
|
|
0
link
|
|
Patricia Holloway Posts: 9
5/15/2020
|
Last year I had a 5th grade student with AD/HD. He could not stay in his seat, was unable to focus on anything for more than a few seconds. He made noise non-stop...whether talking, singing, rapping, humming, and he didn't realize he was doing it. I broke his instructions down into 2 steps at a time. As soon as I assessed that he completed the first steps for a project I gave him the next step or 2...depending on the complexity of the assignment. I moved around the room, praising students' work and focus and use Elements of Art, including him so he didn't feel singled out, and he responded best with positive feedback at regular intervals. This helped him to refocus on the task at hand. I also gave him responsibilities in the art room so he could move freely when he needed to, and at the end of each class he could choose a friend to help collect art work, paint brushes,etc. This helped him forge friendships because he had a difficult time socially. In this way he was doing activities that were necessary, thereby giving him a positive purpose, using his active hands and feet for something productive. And almost every time he left the art room he'd say to me, "I did pretty good today, didn't I?"
|
|
|
0
link
|
|
Patricia Holloway Posts: 9
5/18/2020
|
One of my first grade students is E/BD and it doesn't take much for him to escalate. When his class is dropped off his teacher lets me know what kind of morning he's had and let's me know what will be most effective with him for a particular art class. He works best at a table by himself, so he isn't in close physical proximity to another student. Yet he craves to be near others, he just can't control his reactions to normal conversations without getting upset, thinking his peers are making fun of him or being mean....when they are really just trying to be nice and kind. One strategy I'm using with him is to seat him at a table by himself, but have another table connected to his so that there's another student near him...just technically not at the same table. In this way he'll have a peer nearby but not close enough to hit or ruin their artwork. I also use quick positive responses to anything, however small, that he accomplishes without getting upset. He likes to feel useful, too, so I give him responsibilities he can carry out to keep his hands occupied productively. He passes out paper towels, helps collect artwork, pushes in chairs. These strategies work often, but every now and then, he is unable to reel it in. Thankfully, this was happening less and less as the school year progressed.
|
|
|
0
link
|
|
Bennie Leverett Posts: 3
5/19/2020
|
Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
I was very fortunate to have a student with an intellectual delay in his development. While his processing speed was not as quick as his ensemble members, he had a very specific way of learning that allowed him to not only gain complete understanding of the music he was preparing, it also allowed him to commit the music to memory. I discovered this when I accommodated him with additional time to learn the musical pieces in a secluded area that had minimal interruption to his process as he focus was easily broken by things that he saw outside of his current task. These learning noted where provided by the parent from last years IEP as we where in band camp prior to the start of the school year at the time. As I observed him from afar I noticed that that he utilized a learning method he designed to assist him in learning his music. I was very curious of his method because once he learned a piece of music, he retained about 97% of the music after the application of his original method. I asked him if he would teach me his method and he was beyond excited to share. While I did not understand his method to its entirety, I was able to help him improve his method by guided questioning based on the AVID Cornell notes system as I am a former AVID tutor. This information was also provided by his parents.
I even gave him an opportunity to share the modified method to the ensemble in hopes that more students would take a more serious approach to learning their music. In this case his disability served as a motivational tool for all members in that students class.
|
|
|
0
link
|
|
Patricia Holloway Posts: 9
5/20/2020
|
A successful adaptive assessment I use in my art class for students is allowing extended time to work on a project, and then placing them in small groups to complete the work. After most work is turned in, several students are still working, and because they take longer time to grasp what others have acheived, they can get frustrated and want to quit. Once a month I have a day where I group the class at different tables depending on what project they are in the process of completing. In this way, no student is singled out as needing extra time because everyone is finishing up something. This also helps the students interact with others they don't normally sit with and can be an inspiration to their work to see another's art work.
|
|
|
0
link
|
|
Janet Jones Posts: 3
5/20/2020
|
My student is on the autistic spectrum and always feels his work needs to be perfect. If he feels that he has made a mistake he gets extremely agitated, crumples up his work and sits in a corner. I try to meet him at the door when his class walks in and reassure him that nobody is perfect or has perfect work and I only expect effort. When I notice that he is getting frustrated I reassure him with positive comments about his artwork. I also make sure he is sitting at a table with other students that are positive and don't push his buttons. When he is working I make sure to praise his efforts and show them off to the class. I ask him if he would like to sit with the other students or in a quieter area away from distractions.
|
|
|
0
link
|
|
ashley nickels Posts: 3
5/26/2020
|
I have a student on the Autism Spectrum that gets overwhelmed easily with too many directions. At the beginning of the year, he would sit and stare after directions and not work. If he did start working, it wouldn't be anything to do with what we were working on. I had him sit at a table group with a few happy to help students. At his table he had less students than the other tables but with students that would answer questions or assist. The other students would begin to get him started and he would work independently. They would keep an eye out for him so if he got overwhelmed or distracted they would get him back on track. I was checking on him very often and giving him small tasks to complete at a time so I didn't overwhelm or confuse him. I would also have a to do list on my board that helped him in order of what to complete.
|
|
|
0
link
|
|
Chad Abel Posts: 3
5/27/2020
|
I had a middle school student who had ADHD with a severe inability to stay focus, particularly with multi-step projects with directions with some level of complexity. This student initially would skip steps, or lose their place in the progress of projects, loose interest and disrupt others, often running out of time before the project was due.
To help this student succeed, I would read the directions out loud while he read silently. I would check for understanding, and observe as this student started the project, I would check back continuously and encourage success with positive reinforcement. We would reread each step together as the project progressed. I encouraged short breaks during the project, and allowed the student to work standing up to help him feel more comfortable and to be able to channel his energy in a positive manner. If the student lost focus, or became disruptive, I would positively redirect the student back into engagement with the task at hand. I would also offer extra time for completion when needed.
|
|
|
0
link
|
|
Christopher Sweeney Posts: 2
5/30/2020
|
In my elementary art classroom I use many strategies to allow all students to have a successful learning experience. As the year begins, classroom routines both as for using supplies and following instructions are broken down one step at a time- gradually adding steps in the chain. I like to use (I DO, WE DO, YOU DO). within my classroom each day to show, demonstrate, and explain clearly what is expected from each student. My art lessons are always tiered suggesting/accepting varying levels of complexity.
I also like to use small groups or clusters of students within my classroom. I have six tables in my classroom that sit no more than six students per table. I choose what students sit at each table. That way i can give more attention and supervision to the students that need it. This is something I can switch around for each project as needed.
C. Sweeney
|
|
|
0
link
|
|
Lorraine Berg Posts: 3
6/5/2020
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
In my classroom I have had several students with Social and Emotional behavior disabilities. I have used preferential seating to restrict distractions and noise. I would seat these students near my small group table so when I was there they were close to me and I could monitor more closely and give feedback.I would give them opportunities to rejoin a group but most liked the seat away from others. When it was time to assess I could have them come to the small group table or stay at their desk. This was a way to see when they were getting tired or frustrated. Sometimes they would be able to calm themselves after a cue but other times they needed a break before getting back to the assessment. One student liked having a cardboard enclosed study carrel. He did not like it at first so I put it near his desk out of the way. One day I saw he went and got it and set it up himself.
|
|
|
0
link
|
|
Sharon Boyd Posts: 3
6/7/2020
|
Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student.
As an administrator of a Turnaround Art School, I see a wide variety of SWD in our Arts related classes. Our Arts teachers work collaboratively with the classroom teacher and ESE specialist to learn and understand the ESE students within our school. Every effort is made to assist their learning within the scheduled classes. Having an ASD cluster, the most difficult setting/challenge for our ASD students is the after school theater program. A large percentage of the intermediate students want to participate in the performance in some way or another. Some experience difficulties with staying on target within the play, not perseverating on their lines (repeating them over and over) and social cues that come easier to their non-ESE peers. We buddy them up with a student they are familiar with, provide additional time to practice with others and in front of adults who provide encouragement and feedback for improvement. At the end of the year performance (at The Broward Center for the Performing Arts in Ft Lauderdale) our students take the stage and at times have had strong supporting roles in the yearly performance. Those that can't or choose not to be in front of an audience are given the opportunity to be part of the design crew where they are paired with another 1-2 students and research the criteria for the set based on the play & scenes involved. It's a very hands on approach that lends itself to a greater opportunity for the ASD students to work on some social/emotional goals in a less "criterion based" setting as the daily art /music classes.
|
|
|
0
link
|