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Christopher Hunt Posts: 4
2/19/2021
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I had a first grade a student who has E/BD. When she was in my class, she would get frustrated when she saw other student's work and would compare it to her own. She would wander about the classroom without permission. She would take other students papers away from them and tear them up. She would throw away her own art work, and hide under the table. On several occasions she would throw the box of materials all over the classroom. She would call other students "stupid". I started to have her focus on art that she wanted to create. There are guidelines she had to follow, but for subject matter, I allowed her to chose what she'd like to focus on. When she stayed on task, I would reward her with token "money" we used schoolwide for behavior management. She enjoyed receiving the token "money".
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Radloff Posts: 1
2/19/2021
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I have a second grade students who loves art. She is visually impaired, speech impaired and in a wheel chair due to cerebral palsy. I always let her pick out her colors, her favorite is purple. She likes using crayons so I give her the full size crayons so it's easier for her to hold. I tape her paper to the table and put the supplies very close to her so she can see them. This way she can choose what she wants on her own. She wants to try everything and gets excited about new projects. I do hand over hand for cutting, tearing and some gluing since she does not have the strength in her hands to do these on her own.
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Tom Alvarez Posts: 3
2/21/2021
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Years ago, when I was teaching elementary school, I had a student - we'll call him Jeff - who was physically impaired. He was in fifth grade. He had difficulty speaking and was confined to a wheelchair. His mind was totally active but he was deteriorating as time went on. It was very difficult to watch. When I first me Jeff, I didn't know he was fully cognitive and just treated him as if he didn't understand me. As time went on and I learned from other teachers about Jeff, I started talking with him and joking with him as if he was a regular student. He would laugh and bounce around as if he was having a great time in my class. To accommodate his learning, I would use masking tape to hold his paper down onto the table so that it wouldn't move when he drew. I would give him special "fat" crayons that had a flat side to them so they wouldn't roll off the table. It was easier for him to hold than a regular crayon because of the size of the crayon. I would do this with all the materials that had "fat" ones available such as markers, brushes, etc. It ability was no more than scribbling on his paper but he worked so hard to get that scribble the way he wanted it that you can see the effort that he put into his work. Jeff never received anything less than an "A" for his work because he tried so hard and I was so proud of him.
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Ken Weightman Posts: 1
2/27/2021
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At least once a year, in every course, I like to have at least one group project (4-5 students). One that I liked to use with elementary students was a superhero drawing. I gave each group a very large sheet (about 3' x 5' ) of white paper. One student from the group would lie on the paper in an appropriate superhero pose while another would trace him. Then, the group would work together to draw in the details, add color, etc. I tried to have a good mix of personalities and abilities/disabilities, including autism, in each group. Each student was required to contribute something. Making art is usually a solitary exercise, but here it was necessary to work together, to compromise, to make decisions together. It gave students an opportunity to see the creative process of others with differing abilities.
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Virginia Carr Posts: 6
3/4/2021
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I have one first grade class with many different disabilities but it is not considered an ESE class. Many of the students are easily distracted and emotional outbursts when things don’t go their way. I have started giving them different materials to work with that allow them to easily “dress their mess”. I will also demonstrate making mistakes in my instruction and allow each one on different days to help me make corrections, showing that we all make most and it’s okay as it’s part of the process. We even had a greatest mistake art display demonstrating how our mistakes can turn into beautiful masterpieces. Those that are more emotional get a little extra attention now that I understand their triggers a bad they are able to recognize and help their peers as well we they see their classmates frustrated.
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Virginia Carr Posts: 6
3/4/2021
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I have one first grade class with many different disabilities but it is not considered an ESE class. Many of the students are easily distracted and emotional outbursts when things don’t go their way. I have started giving them different materials to work with that allow them to easily “dress their mess”. I will also demonstrate making mistakes in my instruction and allow each one on different days to help me make corrections, showing that we all make most and it’s okay as it’s part of the process. We even had a greatest mistake art display demonstrating how our mistakes can turn into beautiful masterpieces. Those that are more emotional get a little extra attention now that I understand their triggers a bad they are able to recognize and help their peers as well we they see their classmates frustrated.
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Sheryl Snow Posts: 5
3/4/2021
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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. Share your response in the threaded discussion.
I had a student from grades kindergarten through mid-sixth grade who was clearly emotionally/behaviorally disordered. This student had serious verbal and physical impulse control issues. While he had potential to become a promising artist, his behaviors precluded him from being able to complete projects that did not interest him. I allowed him to choose alternate media that incorporated the same skills, and create products that interested him. For example, if he refused to draw a particular subject, he was given the option to create a graphic novel representing a similar subject. On those days when he was unable to maintain self-control in the art room, he was given the opportunity to work on the project in a quieter environment, such as the media center or a guidance counselor's office.
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Hannah Whitesell Posts: 3
3/4/2021
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I currently have multiple ESE students learning from home online. I teach a general education class and these students, and myself, have found many ways to adapt and thrive online. They learn best when they are in a smaller group, working with peers and myself. We are able to complete many Nearpods and other similar online learning platform lessons and games. While some instances of frustration have occurred, overall I am thrilled with their progress and their adaptability to learning online.
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Hannah Whitesell Posts: 3
3/4/2021
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I use many types of online resources and technology software in my classroom. One main program I use daily is Google Meet. We use the "raise hand" tool for my ESE students to notify me when they have questions or when they'd like to share their answers. This resource allows students to express their needs while working independently and in groups.
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Virginia Carr Posts: 6
3/6/2021
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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. Share your response in the threaded discussion.
The student I'm considering in this topic has autism. He frequently does not like to get dirty. He will separate away from the class if the project is too messy. Last week we were painting with our fingers to create swirly strokes of glow in the dark paint onto a sheet of aluminum foil. These were a lot of textures and some textures upset him. Many of the children were using their hands and getting into the project as they got pretty messy. I gave him his aluminum foil wrapped around a try and his paint separated into small condiment cups. Then he was given a handful of Q tips and a disposal cup to place the used Q-tips in. This allowed him to cleanly scoop each color and the glow it the dark element out and onto the surface with an edge that would not allow the paint to spread to the desk. Then he took one large swab, like the type you do throat cultures and swirled the colors together on the foil. He didn't want to mix the colors at first, but after talking with some of his fellow artists we were able to convince him to have fun with it and give it a try. HE LOVED IT! and I think it was the better piece in the class. He was so proud to show his work in our class Zoom.
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Samantha Shaffer Posts: 3
3/23/2021
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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.
Before I was an art teacher, I had a 3rd grade student with an Emotional Behavioral Disability. He would not participate in whole group learning and when I would speak to him, he would put his head down and generally wouldn't respond. He often lashed out at other students when he was frustrated but he would mostly keep to himself. I strategically placed him with other students whom he got a long with and I would talk to him after I taught the lesson to hep him understand the content. We also had an assistant come in to work with him during whole class instruction once a day.
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Keeley Messer Posts: 3
3/25/2021
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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.
This year in my kindergarten class I have a student with a hearing impairment. Beginning of the year she did not have her hearing aides. So phonics was tough for her. She did well with reading lips, but of course with phonics, it is all about sounds. So phonics was done in small group with her, where I could show her how my lips move, where my tongue was placed etc. Good news for us now, she has her hearing aides. I still sit her where she can see my lips and I was given a bluetooth microphone that goes directly to her hearing aides.
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Heather Patrick Posts: 2
3/25/2021
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Tiered Lessons, especially within an multi level learners setting. The students are all on such different levels. I like to divide them into ability groups and assign certain tasks would work well for each particular group and level.
Cubing would allow me to assign certain simpler tasks to students on lower levels,( with options to move up to the next group when student feels ready) and more difficult tasks to more advanced students, creating a challenge for all my students. For a student with disabilities, I would structure and plan in chunks and more one on one help if needed, for that student to receive the appropriate task for their current level.
Peer Partners also work well in an art class, pairing a student with disabilities , maybe like slower at understanding comprehension and concepts or struggling with fine motor skills with a student who is kind, knowledge, trustworthy and comfortable providing extra time and extra explanations when the teacher cannot. That student could help ensure that their partner understands the questions, task and concepts during class.
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Michaela Reilly Posts: 3
3/27/2021
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A former student of mine was diagnosed with ASD and he was an ESOL learner. He had a difficult time concentrating in classroom discussions, learning with a whole group, expressing his ideas in a manner that made sense, and needed constant reminders about expectations for speech and body control. Using visual aids frequently throughout the day for teaching, scheduling, decision making, and task motivation was helpful. Giving a picture schedule, teaching in a small group or one on one setting, using taped boxes on the floor for body awareness, charts for motivation, modeling as many concepts as possible, allowing manipulatives for learning, and visual learning aids were all necessary.
edited by Michaela Reilly on 3/27/2021
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Diana Chighizola Posts: 3
3/29/2021
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I currently have a student (4th grade) who I suspect has a behavioral disorder. He is currently scheduled for testing. His behavior is not bad, just that he cannot focus and is so easily distracted by any thing he finds interesting. He also regularly misses social responses. I really like this boy and I know what works because I have had him since kindergarten. One of his favorite things to do is to look for "treasures" , beads, marker caps and broken pen parts, on the floor. It can distract him so much so that he forgets why he is in the class. I have created a routine with him, an undocumented contract, that if he gives me his full effort and attention for at least 20 minutes he can keep all of the treasures he finds on the floor. I do believe this student may grow up to be an engineer one day and I also think that his testing may reveal something on the Autism spectrum but I don't need a test to tell me how to help him. Our personal contract works well!
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Sr Rosalie Posts: 1
3/29/2021
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- Identify at least two ways administrators can assist fine arts educators' in learning about how to use adapted assessment in their fine arts classroom.
- As an administrator, I would be able to assist my art teachers by brining in an expert in ESE and assessments. This in turn, I would allow these teachers to add to their lesson plans the various ways to assess by highlighting them to ensure that adapted assessments are being utilized in their general classroom.
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Heather Patrick Posts: 2
3/31/2021
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Describe an example of adopted assessment you have successfully used in Fine Arts classroom for students with disabilities.
With students with disabilities, I often do multi choice picture assessment. Student can read and pick the picture answer or I can read it to them and the student points to the picture answer or circles it themselves. I am very flexible in assessments in art class to help students be successful so they are more encouraged to try assessments in the future, and not fear them.
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Meghan Holliday Posts: 1
4/2/2021
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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 had a student with a hearing impairment that did not have hearing aids. I worked with my administration to get a microphone and speaker for the classroom that would help amplify my voice so that she could hear me clearly when I wasn't near her in the classroom. Without being near me or having the microphone and speaker she could not complete tasks easily because she could not hear the directions.
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Shaun Bennett Posts: 1
4/3/2021
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I have a student with severe ADHD. Though the student can sometimes be seen as a distraction, I have worked with him to keep him both on task and working above grade level in the general music classroom. The student is both musically gifted and is in the gifted program. I moved his seat to be right next to me. I use a lot of positive praise, when the student gets through a project. I also explain "areas of opportunity", when the student is off task. This student is also in my after school steel bad. Despite his ADHD, he continues to impress me. I can teach the student both by rote and by note. If I play a melody to the student on steel drums, he can play it back usually the first time. He is musically literate, and can also read ahead in the music to learn. This student can be a handful when he is off his ADHD meds and I try to remind him that he is still important even when he is off task. The sense of belonging helps him to be more involved in both the after school group and the general music class. I try to blend note and rote activities to challenge his skills, because he is also in the gifted program and his education needs to continually move him forward.
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joyce huffman Posts: 6
4/6/2021
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I had a student that had Autism Spectrum Disorder. He was very inward. He did not care that there was a classroom full of children. He did not care what any children thought. He had a hard time fitting in. He struggled with following directions. He was not violent. Every time he came to my classroom he would sit under the desk instead of in his seat. He would listen, but did not want to be out for everyone to see him. I tried many ways to encourage him to sit in his seat. I finally started sitting on the floor with him. I taught him daily on the floor beside him. He made great gains academically, mentally, and socially. By the end of the year he mainly sat in his seat and interacted with the other children. There were still some days that he hid out under his desk.
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