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Sunni Myers Posts: 3
9/9/2021
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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 have a few students with intellectual disabilities. I use different strategies with them including differentiated instruction, more one on one instructional guidance, and modifying supplies for their artwork. The main thing that I want my students to be able to feel as a sense of success in their creation process. I want them to feel as though they have accomplished something and that they are able to express themselves in a creative way. Whatever that may look like for their skill and/or development level.
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Jennifer Webb Posts: 5
9/13/2021
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I taught a student who was visually impaired. She loved music and loved to sing. I had to accommodate for her when we would play instruments or would partner her with someone to make it easier for her to participate. She had the best attitude and was eager to learn despite her impairment.
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Meredith Hollowell Posts: 7
9/14/2021
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"Think of a music 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 music 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 who was developmentally delayed. She was not able to sing so when she joined my Chorus class, I created a strategies to engage her in what we were doing. She enjoyed and was capable of the physical movements we did during our vocal warm ups so I incorporated the same kind of movements into our concert repertoire. I mapped out the melody with hand motions and she was able to shadow my movements and eventually was able to do them independently. It was a way for her to participate and be equally involved in everything we were doing in class. It was a delight to see the joy on her face!
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Nayda Flores-Toro Posts: 3
10/1/2021
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I have a student who is ASD. During instruction, he will turn the lights on and off, opens and closes the water faucet, runs from the classroom, and yells/makes disruptive noises throughout the block. I accommodate my lessons by chunking his activities, use repetition, provide extended time, and I get creative and playing calming music/sounds and give continuous praise. Some days are better than others, and his behavior is slowly improving.
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Jacqueline King Posts: 3
10/5/2021
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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.
A particular student with EBD is in constant need of attention. He is disruptive, shouts out, off task, pestering the other students, touching everything on my desk, always out of his seat and interrupting me as I am talking/teaching the class. I have discovered however that he loves to be a helper, so each week I make sure to have a job ready for him-- sharpening pencils, cleaning up tables, straightening up book shelves, passing out supplies, etc..., but I will not give him the "job" until he does at least a portion of the lesson. It is amazing that he stays completely focused until he finishes the job, and I only have to give him directions one time and he really takes pride in his work.
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Ludie Milhomme Posts: 1
10/6/2021
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I teach Fine Arts in Elementary. Once, during COVID-19, I taught a lesson about controlling what we can and and not to worry about what we cannot. In the middle of the lesson, I had a student with disability who stood up and started signing "Let it go!" form the movie Frozen. The whole class started signing with her. It was the most beautiful experience! She loved music and loved to sing. She had the best attitude and was eager to learn despite her impairment. This is a moment I will never forget.
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Michelle Myers Posts: 3
10/8/2021
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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.
I teach Elementary school art. I have an ASD student on access points who did not talk much and would that puts everything in his mouth. He would also refuse to work. We were learning the colors in the color wheel in class to go along with our project. I learned that he did not try to eat my fake fruits and vegetable. Instead, of him matching the colors on the color wheel I would put down a laminated fruit or vegetable. I would have him find all the fruits and vegetables that matched that color and group the colors together. This showed me he could match colors together. I would try to get him to say the color after me when we finished grouping the colors. I also learned he loved a certain song so when he worked nicely he would get to hit the button to hear his song as a reward. Now, he does much better sitting and wanting to work in my class.
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Darcie Argabright Posts: 3
10/8/2021
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I teach at two different elementary schools and between the two schools I have the five mainstream classes. These classes are IBI- Intensive Behavioral Instruction units- Our units have a mix of disabilities, but the majority of students have a spectrum disorder. I try to structure my lessons, so that they have a consistent pattern. We have a warm up/introduction, modeled practice that I chunk into digestible bites and a closing review and clean up procedure. I have found that a consistent pattern and structured support helps my students feel comfortable and always know what is coming up next. I also use peer experts to help classmates who might get stuck or need additional assistance when I am working with other classmates.
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Stephanie Graeber Posts: 3
10/9/2021
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I have a student who is ASD. If they are not interested in the project we are doing, they will sit and do nothing and refuse to work, sometimes throwing their paper on the floor or crumbling it up. I talked with his teacher to get advice on strategies that would work for this student to have a successful experience in the Art Room. I adjust the project for this student. For example, if the rest of the class is working on cutting circles from construction paper to make a gumball machine, but this student wants to use the circles to make flowers then I make accomodations for that. Also, I allow for breaks if this student is getting overwhelmed. Some examples of breaktime activities are washing paintbrushes at the sink, sorting markers, sharpening pencils.
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LaRhonda Brown Posts: 3
10/10/2021
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I have a student with Emotional/Behavioral disabilities which sometimes makes it difficult for her to sit still to show her learning. I used vote with your feet games to assess learning. I put questions on the board based on our learning goal and this student and others move to the corner with the corresponding number of their answer choice. I can see who is learning, provide immediate feedback without having her sit and write, which is known to trigger her elopement behavior.
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Michele Faulconer Posts: 3
10/11/2021
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I currently have a student with Anxiety issues. We break down his art assignments into small manageable steps, allow him to always work in pencil first with a good eraser and accommodate with extra time. When I see he is feeling overwhelmed I stop and sit with him and we do some deep breathing exercises to ease his anxiety. Also, due to his young age, I also sometimes utilize a hand over hand technique to help him model the motion needed to produce a certain line or shape.
edited by Michele Faulconer on 10/11/2021
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Michelle Kurasz Posts: 3
10/27/2021
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At my previous school, we had a self-contained ASD unit. These students were all considered severe and the LRE was a self contained classroom. Many of my students were non-verbal, could not make eye contact, used stimming to self regulate, and had poor fine motor skills. To accommodate these students, I worked with them individually differentiating my lesson as needed. Some accommodations I used often were hand-over-hand instruction, reduced stimuli, repeating/paraphrasing, and chunking into digestible bites. Students I was not working with currently were given the choice of various creative learning centers where they were able to imagine, create, and advance their fine motor skills with blocks, puzzles, magnets, play doh, legos, etc. All students were able to be successful when given the supports they needed to complete the steps of artwork creation.
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Mary P Morrison Posts: 3
11/12/2021
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I currently have an SLD student who is diagnosed with dyslexia. She struggles across the curriculum. Modifications and accommodations are made to her subjects. She receives multi-sensory supports and direct explicit instruction to meet the needs of an emergent reader. New and reviewed concepts are introduced and practiced with visual, auditory, and kinesthetic/ tactile approaches. To meet her needs in my class, we use sand trays and manipulatives (magnets, playdough, pipe cleaners...). New concepts are color-coded and she colors/ highlights along with the lesson on the pre-printed notes in dyslexia friendly font. Choice boards are offered for projects. Additional accommodations welcomed in class are using voice to text, C-pen to read the text to her, and group/ peer collaboration projects.
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Kim Kinsler Posts: 2
11/17/2021
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In my online class for teaching with disabilities I was asked to discuss a strategy that i used in my classroom to help students that were struggling to understand my art lesson. I chose to use the chaining strategy for the spooky oil pastel project. this involved me creating a visual so that each student could see visually step by step each process to completed the project. It was very helpful because I have some students who also only speak Spanish so the visual helped them fill in the blanks where their English was lacking. I even got a big thumbs up and a huge smile from one of my girls when I could see that she now understood the steps to begin and complete her project.
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Jessica Kesaris Posts: 3
11/23/2021
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I currently have a Kindergartener who is deaf. She is still learning sign language herself and cannot hear at all. This means that she cannot hear videos I show or hear my voice while teaching. Also, since it is early in Kindergarten, this student cannot read yet. This means that subtitles and written directions are of no help to her. To help this student, I have her sit in the front of the room and use a lot of visuals and hand gestures. Her peers are wonderful and love to help her when she needs it. She often seeks approval that she is doing the "right" thing, so I check on her often during work time and provide her with feedback using gestures. During demonstrations, I project my demo onto the smart board so she, and everyone, can see clearly. These strategies not only help this student, but all students.
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Roshell Onofrey Posts: 3
11/24/2021
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I have a D/HH student in my 2nd grade music class. She wears a headband with BAHA (Bone Assisted Hearing Aid). I met with her mother to find out the level of her abilities using this device. We talked about the procedures (hand signals)in place that help the student communicate with the teacher her level of understanding. I wear an microphone that is directly connected to her device. She sits right in front and I am sure to face her when speaking so she can see my lips. She is able to speak but because she was born without the sense of hearing she is difficult to understand and has only begun speaking in the last year. She is doing very well achieving the standard requirements. I check in with her often to see if she is able to hear and able to understand. So far, the accommodations in place are working fo her.
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Scott McKean Posts: 3
11/25/2021
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A couple of years ago I had a deaf-hard of hearing student (D/HH) in one of my fourth grade art classes. This student was not totally deaf but could hear on a limited basis. I used hearing amplified adapted technology in which I would the student would wear a device similar to headphones (but much less visibly conspicuous) and I would have a device similar to a lapel mike. In addition to using this technology I also made the following accommodations to instruction for this student: 1. Speaking more slowly when giving out instructions. 2. Repeating instructions 3. Writing out objectives for the day on the white board. 4. Visual demonstration of creating art projects either through me using a document camera projecting the image through a Promethean Board or from an instructional video from the Internet. The combination of all these elements worked well in assisting the student in creating the art projects. This was determined by examining how well the student understood the art concepts either through creation of art projects (by use of rubrics) or quizzes.
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Michelle Kroog Posts: 3
12/5/2021
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I have had special needs art classes in the past who were all considered orthopedic impairments and traumatic brain injuries- all 6 students were wheelchair bound/ had feeding tubes and the works. Many of them had issues with using their muscles ( couldn't hold a paintbrush, couldn't sit up at the tables etc., making a mess on themselves because they couldn't sit close enough to the tables ( even with smocks). There was 2 aides that came with them to specials but even with their help, it was still a struggle . I tried to improvise the equipment I had in the art room but it was quickly becoming apparent the class needed a lot of adaptive tools and urgently . I then worked with the physical therapist, occupational therapist, and principals and we were able to order and provide the class with adaptive and easy grip brushes, adaptive and easy grip drawing tools (pencils, pens, markers), extended paintbrushes, and we even were allowed to purchase adaptive art furniture for wheelchair access! We got Copernicus tabletop easels, Alvin reflex tables ( allows wheelchair to fit comfortably at the tables). Once we had all the correct tools for these students, their art lessons flowed much easier . We were then able to work with the students doing hand over hand art activities or we would show them how the tools worked and some of them could do the art projects with little or no help. One student felt more confident and was interested in creating art, whereas before she wouldn't really do anything because she would get frustrated because she couldn't reach the table or the paintbrush would constantly fall out of her hand. It was nice to see that class enjoy art especially with the right tools
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Alicia Urbano Posts: 3
12/11/2021
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Think of a student with a disability: 11 year old, currently in self contained ESE. ESE self contained class is combined with a general ed 5th grade class for specials.
Identified disability: Based on current IEP, Primary Exceptionality is Intellectual Disability. Other Exceptionalities listed are Language Impairment and Visual Impairment. Uses walking stick. IEP also states retinal detachment, nystagmus, and retinopathy. Children's Hospital stated diagnose of Autism Spectrum Disorder with seizures reported.
Describe the way in which their disability affects their learning: Vision impairments affect learning by not being able to independently visually follow directions or watch modeling occur.
Describe at least one or more ways instruction has been successfully accommodated or modified for this student: As followed by directions in IEP, Hand over hand instruction with verbal prompting and physical assistance to initiate, maintain, or complete art assignments. Whenever possible, use of tactile textures to develop understanding. Use of walking stick to orient herself to art room. Working on independently locating her seat in art class with use of cane and velcro attached to table to identify seat. Consulted with District Vision Support Team (Nancy Moncalm) to initiate ways I can further provide support in art class. Ongoing support from visual team will further help refine current use of differentiation of instruction & Tiered Lessons.
edited by Alicia Urbano on 12/11/2021
edited by Alicia Urbano on 12/11/2021
edited by Alicia Urbano on 12/11/2021
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Alicia Urbano
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Hanne M Posts: 3
12/21/2021
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My student is a third grader. A has Downs Syndrome and is in a general education class. She is in my Visual Arts class, I see her about once a week and have known her for about 1 1/2 year. She follows the lessons and tasks to the best of her ability, it is sometimes hard to tell how much she takes in. She often appears inattentive and likes to keep busy with her hands, twirling a string or other item. She likes to use various art tools such as markers, paint and oil pastels. Due to her limited communication skills it is difficult to see how much she comprehends or what she needs help with. She does not ask any questions or ask for help. From her artwork you can tell that she has paid attention.
I have placed this student a a table with two supportive peers who are helpful and will let me know if A needs any help. I know she will not ask me for help, so I frequently check on her progress and ask her what she is doing next. She enjoys joking around, so I approach her work this way. Sometimes, she will say what she is drawing or wants to draw and together we start with a few marks (hand over hand) which then allows her to keep going and enjoy her art making. She will laugh and repeat what I said sometimes, which tells me she enjoys the work.
I will tell her what to do next step by step as not to confuse her with too many tasks.
I remind myself to check on her frequently, because she is quiet in class and does not communicate on her own (not with her stablemates either),
I know that she enjoys creating art, because she will spend a good amount of time working on it and she responds to my prompts.
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