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joyce huffman Posts: 6
4/6/2021
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Kim Andrescik wrote:
One of the students I have in my first grade art class has an emotional/behavioral disability. He has a difficult time entering the classroom and transitioning into different activities and situations. It takes him ten minutes to get settled down and be ready to start class. He struggles with self-control and focus. This student does not stay on task and complete class projects without support and interventions. He disrupts other students who are working and often times needs one-on-one attention from the teacher. He gets angry easily when his art project doesn't work out the way he had hoped it would. I have had to make many accommodations in class for this child. Usually, I meet him in the hallway before class starts to review the rules and let him know the expectations of the assignment that day. He enjoys being told what we are going to be accomplishing that day and then I allow him to share with the other students what he heard me say the directions were. He needs close proximity with the teacher so I have him sit at the table near my work station. Often times, I praise the students who are working at his table to encourage him to stay focused. When he starts to get distracted or loses interest in finishing his project I will praise him for his work and point out what I like about his effort. He gets to earn a ticket for my prize jar at the end of class if he finishes his work and cleans up his area.
edited by Kim Andrescik on 4/27/2016
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joyce huffman Posts: 6
4/6/2021
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Does it help to give him a job in your classroom or can he handle it? Kim Andrescik wrote:
One of the students I have in my first grade art class has an emotional/behavioral disability. He has a difficult time entering the classroom and transitioning into different activities and situations. It takes him ten minutes to get settled down and be ready to start class. He struggles with self-control and focus. This student does not stay on task and complete class projects without support and interventions. He disrupts other students who are working and often times needs one-on-one attention from the teacher. He gets angry easily when his art project doesn't work out the way he had hoped it would. I have had to make many accommodations in class for this child. Usually, I meet him in the hallway before class starts to review the rules and let him know the expectations of the assignment that day. He enjoys being told what we are going to be accomplishing that day and then I allow him to share with the other students what he heard me say the directions were. He needs close proximity with the teacher so I have him sit at the table near my work station. Often times, I praise the students who are working at his table to encourage him to stay focused. When he starts to get distracted or loses interest in finishing his project I will praise him for his work and point out what I like about his effort. He gets to earn a ticket for my prize jar at the end of class if he finishes his work and cleans up his area.
edited by Kim Andrescik on 4/27/2016
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Laura Buckley Posts: 3
4/6/2021
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I currently have an online student with Emotional and Behavioral Disabilities. She has shared her art with me, and that has opened up a way for me to support and encourage her. We discuss upcoming assignments and I make sure that she understands the steps. Sometimes we do assignments together through Teams video calls. I also made checklists for her and helped her learn how to navigate the platform. She has been receptive, especially, to sharing art with other students through our online bulletin board.
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Pete Fraschetti Posts: 1
4/8/2021
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I had a blind student in my hand building ceramics class with a seeing eye dog. She was having difficulty with coiling and slab building so I put her on the potters wheel next to mine. While verbally describing how I was centering the clay on the wheel to the whole class and her I asked her to sit on the opposite side of the wheel I was working on and had her place both her hands on each of mine while I demonstrated to the class. Note that I explained and demonstrated how to center without looking at the clay as it spun. I told the class that it is easer to center without looking because when you look most people over link what they are doing and that the best way was to feel the clay centering as it turns. After my demonstration the class tried to center the class without much success except for the blind student. The student asked her how she was able to center the class so fast. Her reply was "Mr. Fraschetti said not to look at the clay and feel the clay moving and that not looking was easy for her. Note that she graduated from high school as the Valedictorian and always cleaned up the potters wheel with the dogs help taking to the sink and back as needed
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pete
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tashadavis-burton Posts: 3
4/12/2021
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I had an a wheel chair bound student with cerebral palsy. The student was very eager to learn and to walk unassisted. He had difficulty in processing. The other students didnt hesitate to help. He really put forth a great effort. His mother treated him as she did her other children.
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Sharon Weissman Posts: 3
4/17/2021
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I have a student in my first grade class this year with a severe speech impedement. He is a bright student but it is very difficult to understand him. This year has been especially challenging due to Covid and mandatory mask wearing. He is inquisitive and enjoys being engaged. I often have to ask him to remove his mask when speaking. Even then he is difficult to understand. He is in speech therapy and handles most situations with patience. And he doesn't seem to mind repeating himself until he is understood. As the year has progressed I have come to learn his pronounciation of common words and letters. Often the other students try and translate for him. He is a sweet kid and well liked by his peers. So far his disability hasn't seemed to affect him either emotionally or academically.
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Oluwakemi Agbejule Posts: 6
4/18/2021
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I am a second grade teacher. I have a student in my class who has other health Impairment like sickle cell. Due to COVID, she is a Remote Learning student. This student is two grades behind in Reading. She is also in my small group and Tier 3 Response To Intervention. I meet with her in a small group in the breakout room during class time and after school. Sometimes, I wish she was in school physical because she complains of her vision due to too much screen time on the computer. Reducing her work, reteaching, small group intervention, and working with her from a kindergarten level has really helped her. Even though she is not reading at a second grade level, but she is progressing slowly with her reading. She is now a grade behind.
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Oluwakemi Agbejule Posts: 6
4/18/2021
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Last year, I had a student with ADHD. To help him with his organization skill and staying on task, I created a chart for him. I tape this chart on his desk. He gets stickers for following the task on his desk and at the end of the week he goes to Treasure box if he gets 5 stickers.
Tammy Daddis wrote:
I had a student with severe ADHD. She had a terrible time staying on task and also had no organizational skills at all. I would always make sure that I gave her preferential seating in the classroom and always collected all assignments from her personally so that she didn't forget where to put it. After giving the instructions to the class I always went over to her to repeat the directions and check for understanding, I also gave her a buddy to work with to help keep her on task.
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jeffrey lake Posts: 3
4/23/2021
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I have students on occasion that have problems with the fine motor skills in handwork and process needed to complete artwork. I was able to find large size art tools. Scissors, brushes and crayons. The students do quite well when using the appropriate tools.
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Shea Redner Posts: 1
5/2/2021
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A few years ago, I had a student that had a neuromuscular impairment. She had trouble with fine motor and gross motor skills. I purchased some special tools for her to use to make it easier to grip her pencils, paint brushes, and other hand held mediums. This really helped her.
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Susan Ling Posts: 3
5/3/2021
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I have a student who is autistic and a protectionist. If he made one mistake he would scream and melt down. I decided to have the project drawn ahead of time in pencil and then let him trace over it and color it in. I did this a few times with him. Then I had each step separate and made him copies so he could practice and draw the lesson on his own.
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Emily Fisher Posts: 6
5/4/2021
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I have worked with EBD and CSS students. To accommodate them, I created differentiated lessons that were engaging to them and tried to keep them short lessons with frequent breaks. I also would work them with in small hands-on groups and I had adaptive tools for them to use if needed.
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Emily Fisher Posts: 6
5/4/2021
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Christine Jamrok wrote:
- 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 currently have a fourth grade student with ASD. He is largely non-verbal, but will have occasional loud outbursts. Keeping his level of engagement high is a challenge, so I spoke with his instructional aide about ways to keep him engaged. He absolutely loves Sesame Street, so I have taken the opportunity to infuse my lessons with his favorite characters. For example, if we are using blue paint, I will refer to it as "Cookie Monster Blue".
I have also used some adaptive technology to help with his ability to use art tools appropriately. He loves to use technology like iPads and the computer, so wherever possible, I will allow him to use these tools instead of traditional art media (so long as it still meets the standards of the lesson we are addressing).
I like how you engaged your student by incorporating his likes into your language.
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Morgan Lachman Posts: 1
5/5/2021
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I currently have a student with ADHD. This student is aware of his disability and tries to use it to excuse some of his behaviors. This student has been on and off meds and changed prescriptions throughout the year. This students disability has greatly affected this students ability to remain seated during a lesson. I have strategically moved this students desk in the back row next to a peer who is very patient. Through experience I know that this student is still able to stay engaged regardless of his seat assignment. He knows that because he is seated in the back, his seating is flexible and I allow him to stand behind his desk. He even gets to the point of lightly jumping in place. This is helped him refrain from interrupting whole group lessons.
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STEPHANIE CORLEY Posts: 3
5/10/2021
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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.
One of my current 4th grade students is hearing impaired and wears a hearing aid. In the beginning it was hard for her because the class that she is in is very loud with many discipline issues. Also she needed to sit closer to the speakers when would needed to watch a video during the class. Until we got the behavior issues managed many times I would allow her to stand in the hall while I addressed the class because the volume disrupted her hearing aid. She also finds it hard to follow speech from a distance therefore I would seat her next to me when we were having whole group instruction as well as small groups. I use more hand gestures and visual aids during these class sessions to assist as well. It is important to make sure the students has eyes on you, get their attention when you speak directly to them. Also try to reduce auditory and visual distractions, in this class I try to keep the voice levels @whisper and in all my classes no one is up walking around w/o permission.
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Michelle Todd Posts: 3
5/13/2021
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I had a 5th grade student in the past with Asperberger's and he had a one on one aide that would sometimes come to art class. Since he was in 5th grade and moving to middle school the following year we were trying to allow him some independent time. The aide was never far away as the student, at times, could completely break down and need to be restrained. He did enjoy art and had a wonderful imagination. Art class was difficult for him though since it is a more social classroom and he struggled with connecting with his peers. Many times he would engage in a discussion with classmates only for it to end in a debate or argument. He was able to converse with myself and his aide well so we would work together to try and engage this student in conversations with his peers. By being a part of the conversations and being able to assist when we saw it starting to go in a direction that could end badly. I was also able to help he and his peers enjoy creating artwork together when in the past that was not an option for this student to work with another students on a project.
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Ren Warner-Dubin Posts: 4
5/17/2021
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I had a student with visual impairment of colorblindness, and I would give him one color at at time, label his paints and markers, and allow him to just use a monochromatic color scheme in various projects.
This allows him to complete all the tasks the other students do, while putting accommodations in place to make him feel successful.
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april schorn Posts: 3
5/18/2021
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I had an autistic student in my class. When we would begin to work on a project that involved many parts, he would become overwhelmed. He would get upset over the movement, loudness, and speed at which the lesson was moving. It was hard for him to focus and he would shut down. I let him choose who he wanted to work with. I gave him and his choice student a quite part of the room and simplified just one part I wanted them to focus on. Even this sometimes was too much. Usually, once given the safe space to work and think, it was fine.
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Shelby Brommer Posts: 3
5/24/2021
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I have a student in one of my classes with an orthopedic disability, only having two fingers on each hand. He has adapted very well to art. He is able to draw holding the pencil, crayon or paint brush using both hands. Occasionally I accommodate him by helping his with a lid on a glue stick while cutting. He has special adaptive punch scissors that aid him in cutting but with small cuts he sometimes needs extra support.
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Lisa Stefanik Posts: 3
5/26/2021
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I currently have a 6th grade boy on the autism spectrum. He's very intelligent and is eager to learn new things. However, he refuses to pick up a pencil to write anything. I currently am teaching science, moving to art next year. I have been able to adapt to computer technology fairly easily. In an art setting, I would adopt the same approach. I would utilize art and editing software in his case. For daily ongoing assessment, we rely on verbal responses as well.
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