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Claudia Richards Posts: 3
11/3/2020
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I have a 3rd grade student that has ADHD. He has a difficult time concentrating and sitting still. He can, at times, be very disruptive to his fellow students in class. He has a hard time paying attention while I'm teaching a lesson or an art concept. We struggled the first time I met him, but with collaboration with his teacher, I was able to make class better for all of us. I made him my "assistant teacher". This makes him feel special and aids in keeping his attention while I am teaching. He loves art now and tries his best on assignments. My students and I love to praise him for his help with class and his artwork.
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Jennifer Snead Posts: 6
11/7/2020
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I had a 5th grade student with Asperger's who did not appear interested in art, at all, and could only seem to stay engaged during instructions for about 1 to 11/2 minutes. He would create distractions as soon as he disengaged. I was also not able to get him to actually work on a project longer than 30 seconds. I found that there were activities that he loved doing, such as cleaning glue tops (especially the clogged ones). When he had trouble listening, I would send him back to work on the glue bottles. While back there, he would listen to all the instructions. (I equate it to doodling while in a faculty meeting. It would help me focus) This student would then come back to his seat and work for longer periods of time on his project. I discovered that he really loved photography, and as a result, really took some great pictures. This really impacted him and his interest in art class. It was nice to have connected with his inner artist.
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Erica Garcia Posts: 2
11/9/2020
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One of my past students was visually impaired. Visual arts was obviously difficult for them in the aspect that they couldn't see any artwork I was presenting or even their peers artwork. I gave the student finger paints, shaving cream, Play Doh and many other materials that can be used with the touch sense to help them see it with their hands. The best thing about art is that it does not have to always be seen and it can be created in so many ways.
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Sherry L Diaz Posts: 3
11/9/2020
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I have a first grade student with E/BD that stands on his desk, throws his art supplies on the floor, knocks his chair over, and generally does not do his art assignment. I found that by giving him a respected position in the class (that of door holder) and also praising him on his art, he concentrates and does a wonderful job of his asignment and does not portray any of the adverse behavior.
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Jennifer Snead Posts: 6
11/14/2020
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Assessment at the elementary level is mostly a subjective visual assessment, as I want to encourage a love of art and individual self expression. However, I do want to check for understanding of different techniques and/or concepts that would help students improve their personal work. I have a student who has a traumatic Brain injury. He is very quiet and, has in the past, participated, but would have trouble completing the project in the allotted period of time. Many times the results of the project were reflective of a much younger student's ability. In assessing learning for this student, I could not look at the final product, but look at how he progressed through processes being taught. I was available to reteach the lesson in shorter sections throughout the work time, which also helped me understand where any misconceptions or lack of learning were ocurring (ongoing assessment). Assessing the understanding of new art vocabulary is usually done verbally and individually as sometimes it is about him pointing to the area that demonstrates that technique or concept.
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Rachelle Hebert Posts: 3
12/6/2020
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I currently have a student with a traumatic brain injury. This student has developmental delays and has limited use of one half of the body including arm and hand. There is a paraprofessional present as well. I provide this student with art materials that can be easily grasped. For example the chunky crayons and paint brushes with larger handles are much easier for this student to use. I also affix whatever working surface we are using to the table so it doesn't shift during the creative process. I provide preferential seating near the exit for easy entry and exit. The preferential seating also includes a peer partner who in most years would provide assistance in gathering sharing materials (not possible this year) but this year prompts the student with a disability to follow the steps of the project. The peer holds up the artwork showing each step accomplished so far, so that the student has a visual cue of what to complete next.
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Rachelle Hebert
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Barry Wilson Posts: 3
12/8/2020
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Patty was the first student I had in my art classroom that used a wheelchair. It was a challenge for me to interact with her as a typical teenage student in my art class. She of course wanted to be treated like any other student. Patty did not want people to feel sorry for her. My job as a teacher was to in some ways not see the wheelchair and yet make accommodations.
Besides the mental changes I had to make to my approach, there were physical alterations to the art room I needed to make. Some tables and equipment had to lowered. Spaces between tables needed to be widened. The areas where I needed to make more space also changed depending on what part of the lesson or process Patty was working on. I found it very useful and practical to put wheels on tables and equipment. By putting everything on wheels I could make quick alterations to the space to accommodate the students working in the space.
While making the room more accessible to one student may seem like a lot of work, I have to say the changes that were made actually benefit all the students and has made the art room more adaptable to the needs of the students. We can now configure the space to whatever our needs are with relative ease.
Patty was very successful in the art room. She made a number of pieces that added to her portfolio and won an awards for her work.
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Jennifer Moats Posts: 3
12/8/2020
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I had a girl who had autism in my 4th grade music classroom. For several years she had been allowed to not participate in music class and simply earned an A for just being in there. When I became her music teacher, I found this unacceptable and encouraged her to participate in a meaningful way with the help of her aid as well as other students. She was not always thrilled to have this expectation put upon her but eventually she came around. When our class was working on recorders, I knew that sound was going to be way too loud for her. I had her wear headphones and play the same songs that we were playing on the recorder on a keyboard. The keyboard put a huge smile on her face and she started to look forward to coming to music! It was a long process but I am so proud of the effort she continued to put forth in my classroom. She is now an on line learner and it is an entirely new challenge of keeping her engaged.
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Jennifer Wise Posts: 3
12/9/2020
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I have a section of students who are a part of the modified curriculum/ behavior modification unit who visit my classroom with their peers. In the older section grades 3-5 there is a third grader with ASD and other health impairments. Holding a pencil and drawing is not something he enjoys and often causes out bursts of behavior. On a recent assignment, I met with him outside of his class time so he could choose his option for the drawing portion of the assignment, he chose his animal, I then drew the outline and during class he added color and created a pattern by using foam stickers. He was able to complete this task entirely independently without behavior outbursts or frustration.
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JeanneBaines Posts: 6
12/17/2020
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I have had a student with Autism and because of disappointment from a previous class where he did not get positive points. He entered my class very upset. I let him go to the comfy chair which was a happy place for him and he could look at the lava lamp which was calming for him. After awhile he calmed down and was able to join in the lesson.
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JeanneBaines Posts: 6
12/17/2020
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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.
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JeanneBaines Posts: 6
12/17/2020
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Great use of tactiles to familiarize your student with the concept.
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Sarah Saczynski Posts: 2
12/19/2020
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I have an autistic student who did not like art at all. After developing a relationship with him, giving him options, and giving specific praise, he is doing so much better!
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Suzanne Williams Posts: 3
12/31/2020
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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 a first grade ESE student who is mostly mainstreamed. He is pulled for ESE instruction for specials (art, music and PE) with the primary ASD class. He attends art with the ASD class and my smallest kindergarten class. In my art classroom, he requires more attention than his other ESE peers to stay focused. He sits near the front of the room so he can best hear and see me. I try to give him extra encouragement and attention when we begin new projects. However, once I move away from him to focus on students in the kindergarten class or one of the other four ESE students, he slides off task. Unless he feels that he can master the assignment himself, he wanders around the room and tries to visit other students at various tables. Sometimes, one of the ESE classroom aides will try to help keep him on task, if they are not busy with one of the other ESE students who usually require most of their attention. He frustrates easily, and has a habit of pocketing things that do not belong to him.
Our school pre-pandemic used the bucket filling system and rewarded students "Pride passes" for doing good deeds for others and as incentives for modeling school-wide behavior expectations. This worked well for this particular student last year. However, due to the pandemic guidelines, we cannot implement this at this time. In my art room, I do have treasure box that I sometimes use if I catch students exhibiting good behavior or peer assistance. This student gets upset if he does not get chosen every class period, so this type of reward system has not worked for him.
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Kimberly Booker Posts: 3
1/10/2021
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I had a Kindergarten student who was visually impaired in both eyes and def in one ear. She did not have a problem hearing instructions. She was not able to see the video presentations nor the examples of art work. Her learning was limited to tactile activities.
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Nanette Dailey Posts: 4
2/7/2021
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I have a student who is hard of hearing. She had a problem with focusing on following directions due to the hearing impairment. She had hearing implants that could connect to a device that could amplify the sound of me speaking when I would wear the device on a lanyard around my neck. She was able to receive the directions more clearly to help her focus with less anxiety. I also moved her close to my desk at the front of the room so I could easily assist her after the lesson was presented. She enjoyed Art and I saw improvements in her understanding directions. I asked her to assist other students on occasion who may have been struggling.
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Nanette Dailey Posts: 4
2/7/2021
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JeanneBaines wrote:
I have had a student with Autism and because of disappointment from a previous class where he did not get positive points. He entered my class very upset. I let him go to the comfy chair which was a happy place for him and he could look at the lava lamp which was calming for him. After awhile he calmed down and was able to join in the lesson.
I have a stuffed dolphin that students can hold if they are anxious. The visual of a lava lamp is a great idea for children with Autism, they are calming. Your patience to give him time to join when he was relaxed and ready reminds me to take time to build relationships with students so they can feel they are in a safe and accepting environment.
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Julie Stimson Posts: 3
2/15/2021
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I am an art teacher in elementary setting. I have a student who is blind. As a teacher of the visual arts, this is one of the most challenging situations that can occur. Because the student can not use her eyes as part of the process of creating and appreciating art, we have to get really creative with her other senses. I have found using materials that are particularly tactile (clay, fabrics, beads, etc.) is most helpful in allowing the student the opportunity to create art in her mind. She may not be able to see the art she is making but she can feel the art she is making. Combining music with the creation of art is also another strategy I use. With this method, the act and movement of creating strokes or forms in sync with sounds is particularly interesting to the child. Despite these creative methods, I do struggle with the child losing interest at times. I am always seeking new ideas online, but find there to be limited resources available to art teachers.
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Nora Tran Posts: 3
2/17/2021
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Back when I was teaching art to preschool students, I had a student who was autistic. He hated painting, and was really worried about the paint getting on him. Because of his fear of the paint, I created more open ended lessons in which he could use other art material other than paint.
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Sheryl Snow Posts: 5
2/18/2021
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A third grade student in one of my classes has partial but significant hearing loss. She uses hearing aids and lip reading to understand what is being said by those around her. As a result, she often misses verbal cues and information. To assist her in understanding my lessons and instructions, I use an assistive devices system that includes both microphone (for me) and ear buds (for her) to enhance the volume and quality of my voice.
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