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Sharon Boyd Posts: 3
6/7/2020
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Identify at least two ways school administrators can support fine arts educators' use of explicit and intensive instruction for students with disabilities.
First and foremost, teachers need to be availed the opportunity to participate in professional development specifically designed for not only Students with Disabilities but impoverished students, transient students... The likelihood of students coming with a clear understanding of "the arts" and its inherent meaning is not great. Some may come with exposure to but not a clear understanding of and no idea of its relevance nor application in their life. We need to provide professional development for teachers to systematically teach the various strategies and concepts outlines in the fl-pda.org portal. Not only that but as we've been implementing arts integration for the past 5 years through the Turnaround Arts program (now housed in the Kennedy Center) we've seen a rise not only in student achievement but in teacher efficacy and parent engagement.
Administrators also need to be well versed in the implementation of arts integration strategies so as to provide accurate and ongoing feedback to teachers relative to their practice. Knowing about differentiated task cards, tiered instruction, pacing... will only help the arts educators ability to reflect on their own practice.
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Sharon Boyd Posts: 3
6/7/2020
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Identify two ways administrators can assist fine arts educators in learning about how to use adaptive assessment in their fine arts classroom.
Providing proper planning time before and during the day to appropriately construct and analyze pre-assessments. The analysis of the pre assessment is crucial in developing appropriate and engaging lessons, centers and formative assessments throughout the lesson/unit. In addition to the planning time, providing fine arts teachers with "IEP at a glance" (information of the students present level of performance and goals) in order for the arts teachers to gain a better understanding of the readiness level of incoming students. That can aide in grouping students, planning for informal assessments, creating appropriate journaling activities and the use of adaptive/assistive technology if necessary. Planning is key to success in any classroom.
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Susan LaMont Posts: 3
6/9/2020
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I had a young boy in Kindergarten who was Developmentally Delayed and had problems holding any drawing material between his fingers. I initially tried the thick pencil and thick crayon but that didn't seem to help. I spoke to his Occupational Therapist who came to the school once a week and she suggested creating an anchor on his pencil so his finger wouldn't slide up and down. After playing around with some found objects I tried hot gluing some legos to his pencil and voila it worked! I glued the exact same thickness of the legos to all of his drawing/ painting materials and he was able to find success in the lessons.
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Julie Martin Posts: 1
6/13/2020
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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.
I had a student who had several major surgeries to her dominate arm that left her in a cast for more than a year. She is a very gifted artist - especially for a 5th grader. She was immediately limited to what she could do and had to learn to use her less-capable, less dominate hand to write and function in the classroom. Her social emotional state was also impacted by this physical trauma. She missed drawing and creating and she would get very frustrated. An assignment for her class was to recreate a piece of art from a virtual museum tour we took. The students selected their pieces based on the criteria and went to work. This particular student was tired of struggling with pen and paper or paint and paper and needed a break. I asked her to recreate the selected piece with items from home. She revisited the virtual museum in class with me and selected an image that she felt she could recreate with items from home. She was able to recreate a painting with real-life items and she also was able to use a little humor with her selections. She was able to use her creativity in a fun and thoughtful way but the assignment was altered to be geared to her ability and to what she needed at the time. I found that the creative approach was uplifting to her, she was not limited to using her imagination and she was able to share an image with the class of her re-creation. The main aspects of the project dealt with spacial recognition, identification, and composition. This student was successful in all three areas. As a side note, this project was such a hit -I had my entire class do another recreation during quarantine.
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Christopher Sweeney Posts: 2
6/15/2020
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In my elementary art classroom students of all levels and abilities are mainstreamed into the general education population. Projects are graded upon the students work effort and ability to follow directions, not necessarily the finished product. the whole process is an adaptive assessment.
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Laura Dickey Posts: 3
6/17/2020
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I have a student who has severe AHD and an emotional disability. He struggles to stay on task and in his area, let alone his seat. He gets upset with other students easily, as well. Last year, his class was doubled up with another one for Art. I had around 36 third graders, including him, in my room with just me. This environment was really hard for him to cope with. Honestly, none of my strategies were really working until I found a way to build a relationship with him. As an Art teacher, I only get to see my students maybe once a week. I've been thankful for having dismissal duty because it has given me a chance to see some of my students on a more regular basis. This particular student tends to get pulled from his class for behavior issues a lot too. I started telling him that I missed him whenever I saw him after he missed a class. I found out things he was interested in and started having mini conversations with him about those things. It really changed his response to me. He still struggles but when I redirect him, he actually responds and tries to continue working. If he is struggling to be around others, he just has to let me know that he needs space and there is a table he can go work away from others. This year, it has been easier for him in my room as his class comes on their own now. They can spread out more and I am able to give him more attention, as well. He is still assigned a table that is close to the front and where I do most of my instruction. I try to keep my instruction time in short time increments too. I'm so glad that he really loves coming to Art now. He still struggles but we have found a way to make this subject and my classroom a place that he feels welcome and successful.
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Lisa Coder Posts: 6
7/1/2020
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I have many students with emotional and/or sensory regulation issues. They can be very "rough" with instruments, often breaking rhythm sticks because they use excessive force. Often they seem to "hold it together" during core instruction in their classroom, but by the time they get to Related Arts they have had no way to release their energy or stress. It has been a challenge for me to address their needs and at the same time provide a musical experience that meets their needs, and is has academic merit in terms of challenge and successful task completion.
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Carmen Torres Posts: 3
7/17/2020
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I have a student with a Traumatic Brain Injury with a low muscle tone on his fingers. I request from the Occupational Therapy people that served this student to provide special tools adapted for him as; rolling pins or paint brushes to make him succesful in the class activities.
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Katherine Gebhart Posts: 3
7/22/2020
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I have taught several students with ASD in the past. The thing with ASD is it effects each child differently. A few years ago I had a student who would not speak, and would start, erase, start, erase, start, erase, etc. never satisfied with what he was working on. He would shut down completely after a time, and refuse to participate. Working with the ESE team, and learning more of the student's interests, I engaged him with subject matter he was comfortable with. Mostly pokemon and star wars. When he could relate to the subject matter, he was able to let go of some of his anxiety and enjoyed the creative process more. I also gave him his own safe space, where his work was his and private, and he didn't feel judged by his peers. By the end of the trimester, he was completing work, and by the end of the year, he was sharing it with others.
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Julianne Gonzalez Posts: 3
7/25/2020
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I had a student with dyslexia. When we would do written responses, she was very frustrated that she couldn't "write like the other kids" and feared being laughed at. I allowed her to respond orally and also ellicited oral responses from other students. She would use a white board instead of paper and pecil and was more ready to write on that surface since it didn't feel so permanant.
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Pauline Latorre Posts: 4
7/27/2020
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For the last few years I had a student from our EBD cluster class. This student not only was identified as having an emotional/behavioral disability but also an orthopedic impairment and was in a wheelchair. Since the class was had only 10 students, I was able to spread the students out to reduce the stimuli he received. On particular difficult days, I let him sit next to the aide to help him concentrate and help guide escalating emotions. When we did Orff instruments, I was able to give him a glockenspiel or soprano xylophone to put on his lap or pull a table up to his wheelchair to accommodate his physical limitations. Sometimes, he was in a great mood and felt very confident and crawled over to an instrument and was happy to participate that way as well.
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Samantha Bivens Posts: 3
8/17/2020
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One of my students this past year had an Orthopedic Impairment. She had a hard time walking and it was very difficult for her to hold her art tools. We ended up doing a lot of hand over hand, but this year, after taking a professional development, we will be ordering some adaptive instruments that will accommodate her and make it easier to grip her tools.
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Emily Blevins Posts: 3
9/14/2020
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One of my students that I have had for several years now, was clinically blind but could see large print and could identify larger shapes. Student wore classes that helped with seeing to identify basic shapes of objects. Accommodations were made for the student to sit at the front of the class at the teacher's desk - which was closest to the board. The student was able to see the overhead screen to view visuals and examples with a much larger view. The student always enjoyed creating art and was excited with his creations. I would always allow one other student to join him at the front desk so he had friends to collaborate with during projects.
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Meredith Kutz Posts: 3
9/16/2020
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One of my new kindergarten students this year has ASD. In my experience, every child with ASD is different. There are certain behaviors and qualities that this student has that can affect their learning in my class. For example, this student does not like sitting in one place. They love to get up and walk around. This is a challenge when trying to complete work. The student is also mostly non-verbal, but can read at a third grade level. I do not know if they are comprehending what they ready yet, but I do know that they can read almost anything in our classroom. This allows the student to show me that they can repeat content back to me. I am looking forward to getting to know this student better and understand what they enjoy about the art-making process. In past years, I have made great connections with students with ASD by showing interest and understanding. By finding common interests, student begin to develop trust with their teacher. Showing students that you are understanding of their disability, and especially their sensory issues, can be extremely helpful with getting a child to understand and learn content, and most importantly, create art!
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Lauren E Gentry Posts: 1
10/12/2020
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Think of a student with a disability you have now or have had in the past. Identify their disability. Describe how 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 work at a center school for students with cognitive and physical disabilities, ages 3-22 years old. My students have diagnoses of intellectual disabilities, autism spectrum disorder, and other health impairments. The majority of my student's disabilities affect their receptive and expressive communication skills. It also affects their ability to perform at the level of their peers in an educational setting. My students benefit from visuals, picture cards, and augmentative communication devices. I use choice-based and skills-based pedagogies with accommodations and modifications to help my students reach their highest potential in the least restrictive manner. I try to set high expectations and modify them for each individual. Some of my students' goals are to make errorless choices to identify their communication (eye-gaze, smile, gestural). My students are working on Florida state standards through participatory and supportive access points. The mantra in my art room is, "It's not about perfection; it's about participation!"
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Katherine Roettges Posts: 3
10/13/2020
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I taught art to a blind student when she was in third - fifth grade. Her disability did not restrict her from being an incredible artist. She was very into botany and textures. I often collected leaves and plants she could do texture rubbings of. I used clay, wire, and wax sticks for sculpting as well as a variety of found objects which could be anything from marbles to bottle caps that she could incorporate into 3-d works of art. When we were painting as a whole class, I wanted her to participate instead of work on something separate so I would make an outline for her to paint in with hot glue. classmates helped guide her to the colors of paint she wanted to use and I used a book titled The Black Book of Colors, which included descriptions of colors and moods associated with them in braille as well as raised texture illustrations to help make association with colors. Although she had been blind as long as she could remember, she was still very thoughtful and particular with her color choices. For the most part, her disability pushed her to think outside the box and she overcame most challenges. She would have mood swings and sometimes she had a difficult time getting started, particularly in the mornings but she loved art, botany, and anatomy and incorporated her interests into her creative art making process.
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Devon Jacques Posts: 3
10/19/2020
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- Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student. I had a visually impaired student last year. I had her sit close to the board, had step by step instructions printed larger and the words bolder and gave her drawing materials that were easier to see on the paper.
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Amy McGinley Posts: 4
10/20/2020
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My student could not sit still. Their diagnosis was ADD. It often made it difficult for them to sit still and pay attention.They did best at a table to themselves at the back of the class. this enabled them to move without disturbing others. Their work was always done, but they never stopped moving.
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Beatriz Puente Posts: 3
10/22/2020
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I had a student that has ASD and he disrupted the class by yelling and banging on the table.At first the paraprofessional sit and tried to calm his, then with some pictorial cards he has, I remained he the routine established, he started to work in his project. I found that always going over expectations and having a solid routine for him to follow helped him not be so disruptive.
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yvonne denmark Posts: 3
10/23/2020
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I am and Elementary School Art Teacher. I am currently teaching a 3rd grade boy that has been diagnosed with ADD. He has had a difficult time transitioning and currently due to COVID, I am pushing into the classroom with an Art Cart. At the beginning of the year I could hear him before I enter the classroom, calling out and complaining that I am coming for Art. He likes P.E. more. I am tried changing his mind by building a relationship with him, so that he may be more willing to participate in Art. I brought a bean bag with me and he was able to have flexible seating and could move within a certain area of the room or stand to complete his Art work. He now looks for me and is Very Aware of the time and lets me know if I am 1 minute late!  The other students are very compassionate and understanding and he has even allowed others to use the bean bag chair...when he says they can!
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