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Samantha Leonard Posts: 4
12/21/2021
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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 have a student in Kindergarten who has developmental & speech delay and ADD/ADHD. Their disability affects in many ways; lack of focus, losing interest in subject matter quickly, difficult with transitions. The student also has outburst that affect their classes learning environment. To accommodate/modify instruction for this student I ignore behaviors, check in frequently, give the student jobs, compliment their work, ask the questions to stay focused, and keep them close to me with a friend who is a good leader. Giving the student jobs has worked well. The student is working on "this then that" I try that a lot and offer simple choices to help with behavior.
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Beatriz Ramos Posts: 3
12/29/2021
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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 currently have a student who is in kindergarten who was recently diagnosed with Autism Spectrum Disorder (ASD). He had difficulty staying in his assigned seat and could not use classroom art materials appropriately. In addition, he struggled with following directions and most of the time required additional assistance. This student now has a paraprofessional who assists him and he has excelled and improved so much because of this additional support.
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Anne Kim Posts: 2
1/10/2022
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- One of my students has language challenges which effect her participation in class and response. I have found it helpful to get to her level when I am asking her to join in or tell her what we are doing. It has been challenging with masks but so far, so good. I also know that she needs more time to respond. If it makes me happy to see her participate I can only imagine how much better she feels, how much more involved and "Of" the class.
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Alyssa Brandon Posts: 3
1/13/2022
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One of my students is hard-of-hearing, which can affect their engagement and response in my art class. There are a few ways I have successfully accommodated or modified instruction for this student to assist with engagement and response. First, I have changed their setting so that they sit in the front of the class. This provides the student with closer access to me as I provide direct instruction and a closer view of our presentations and visuals on the board. Next, I use assistive technology that allows the student to hear my voice amplified. Another way I provide accommodations or modifications is by using hand gestures to accompany key ideas and concepts that are being taught to help students comprehend that concept. We then put those concepts into practice using various art mediums. I encourage all of my students to simply try their best and make sure to provide them with choices. In my art room, the focus is more on the process than it is on the product. So I focus a majority of my energy encouraging ALL students to engage in their process (whatever that may look like for them) by correctly using the tools they are provided to show the skill or concept we are learning. By encouraging process over product, I give this student/every student the opportunity to do and use what works best for them as an artist, hence encouraging engagement and response for all.
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Rachel Harper Posts: 3
1/18/2022
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One of my students had cerebral palsy. He had a hard time writing and drawing, but he could use a computer mouse so I had him draw, paint and type his art work on the computer. He loved it and the accommodation allowed him to complete assignments with the rest of the class.
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Rachel Harper Posts: 3
1/18/2022
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Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
Students who have a hard time with fine motor tasks enjoy using a computer to draw and paint. It's sometimes easier for them to control the mouse than it is to control a pen or pencil.
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Rachel Harper Posts: 3
1/18/2022
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
Some students may speak their answers into the microphone rather than type them out. It allows them to focus on expressing the correct answer in their own words rather than tediously writing them out on paper or keyboard.
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A. Agler Posts: 3
1/19/2022
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I currently have a second grade student with an Orthopedic Impairment. He has a hard time holding smaller items such as a paintbrush. Because of this, I usually will give him either a larger handled brush and at other times a sponge that is attached to handle. He is unable to speak but the look on his face when he is painting with the rest of his class is pure happiness!
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Natalie Hyder Posts: 3
1/19/2022
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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 student with a visual, speech and orthopedic impairment in my elementary visual arts class. Because the nature of visual arts is mostly visual, I had to think of other ways the student could engage in the art making process. I added essential oils to the paint so he could decide what color paint to use based on smell. I also provided him a tray with a slip pad underneath so his paper wouldn't slide while working with it. I also provided various textures, like feathers, poms, paper, pipe cleaners, etc. to create with. To study shapes I glued yarn to carboard in common geometric shapes, so he could feel the outline of the shapes. His disabilities enabled him to work with color, line, shape and texture in conventional ways, however I used alternative methods to accommodate.
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Erin Boyd Posts: 3
1/19/2022
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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 had several students with ADHD. Such students, like the descriptors in this course, have a hard time paying attention, especially for set amounts of time. It also affects their ability to complete the steps in an assignment. This causes them to get behind, interrupt others in the process, repeat questions, and get frustrated which can then lead to misbehaviors.
I have found that sitting the student near the demonstration/teacher can be helpful as problems can be seen quickly and help given. Having a student helper is also beneficial. A partner that the student can follow with or ask questions of. Care needs to be taken to find a good partner. Visuals are extremely helpful as they can be referred to when needed. I have found making the student a teacher helper can also be beneficial. With responsibility the student pays closer attention than they might otherwise to keep their job.
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Natalie Hyder Posts: 3
1/20/2022
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Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have non verbal students that come with a self contained class. We use iPads to help them communicate what they want to work on. They are able to select colors and shapes that they need and the iPad says the word they select. Students are able to show their understanding of a visual arts concept; for example identifying shapes, through the use of the iPad.
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Natalie Hyder Posts: 3
1/20/2022
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have many students with ASD. Many of them have sensory sensitivities. To address this I create multiple centers that target different modalities of learning. For example with in a color unit, each center addresses color but one center uses gross motor skills, one uses fine motor skills, one center uses a wet texture, and at the end of class I play a color song. Each student rotates centers after 5 min. This way I am able to access student's recognition and knowledge of color in various ways. If a students has a sensitivity to one texture, I can access them at a different center.
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Heather Kate Turner Posts: 4
1/24/2022
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I have a student that has an emotional disability that makes transitions very difficult for him. Our group solution to this problem is that he arrives to class a few minutes earlier than the other students and is in charge of transporting the behavior calendars for the whole class. He hangs out a few minutes after class as well so that he can take the calendars back with him. This has substantially decreased the number of outbursts from him in class.
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Jacqueline Collins Posts: 1
1/24/2022
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Several years ago in third grade I had a very creative student with ASD. I'll call him Steve. Steve was highly verbal and in my opinion extremely intelligent. Like many with ASD, his interests were very specific, and learning outside of those interests was difficult for him. Though he was highly verbal, his disability affected his written communication. We transitioned him to using the computer and voice recognition for responding to prompts, but this accommodation was not allowed on the state assessments. He received accomodations that allowed one on one testing and reading aloud of test items. I found that if the test administrator was patient, Steve could answer many of the questions on tests but first he had to tell you everything he thought of when presented with the question. This was very time intensive. When the actual test was administered, he did not respond as well to his administrator as he did in my classroom, and he did not pass the third grade reading exam. The decision was made at the administration level to hold him back. I disagreed, I felt that Steve was able to show his comprehension in other ways and that having him repeat third grade would be detrimental. Steve would create extremely detailed drawings of the events in the book we were reading, but was not able to answer the comprehension questions. His drawings, however, showed that he comprehended the reading material. I was very disappointed in the administrations decision in Steve's case. The parents were also frustrated with the decision and ended up removing Steve and putting him in a private school. I felt like we had failed Steve by not recognizing his comprehension skills as displayed by his drawings.
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Kristal Beach Posts: 2
1/24/2022
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Two years ago I had a visually impaired student in the fifth grade. All 5th grade students participate in the Kids Tag Art fundraiser. She wanted to participate and of course I wanted her to. She wanted to try and draw out her idea, which was to draw a water park. First thing I did was to buy her a set of wikki sticks. We mapped out the outline of the water park and once it was done, she was able to trace everything with a pencil. I helped her color it. She was so happy that she was able to feel her artwork. I was very grateful for the wikki sticks. I always have a set just in case I ever need to use them again.
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Sarah Wisniewski Posts: 3
1/25/2022
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I teach at a school with an EBD unit. All of those students are mainstreamed into to specials classes and come with their grade level. Some of them have a hard time focusing on their work in art because they want to show off to their peers. I make it a point to always try to give some one on one attention to each of them to help them get motivated to work on their project. I sit with them and talk to them about the project and how school is going and what they have going on in their lives to show them that I care about them. Showing EBD students that you care about them is very important to not only help them learn but help them feel appreciated.
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Mary George Posts: 3
2/4/2022
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I teach at a school with ESE preschool classes containing many various disabilities, physical, behavioral, intellectual, and emotional. I use many accommodations to assist with their learning such as adaptive loop scissors, oversized crayons/pencils/paintbrushes, non-toxic materials, textural materials, to name a few. I also teach 3rd, 4th, and 5th graders of general education and ESE status. I place hard of hearing or visually impaired students closest to the board. I break down a lesson into smaller parts and we frequently do guided practice as I demonstrate my actions via a flex arm camera projected to the front wall. The steps and key info is written on the board as well. I walk the room and give individualized help to those that need further assistance. I ask students to help their peers with the task. I modify the objectives of the lesson to be an appropriate goal for ESE students.
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Melissa Boyd Posts: 3
2/16/2022
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One of my classes is a group of 5 students with emotional/behavioral disorders. This group of students gets frustrated easily and needs calm encouragement. One student in particular gets frustrated when his artwork is not perfect. Even when I give him positive feedback he still gets frustrated with himself. I have found that usually after some positive feedback and some quiet time alone he is ready to come back to the group and continue working.
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Marcy McGahan Posts: 3
2/21/2022
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I had a student with an emotional/behavioral disorder. I had him come to Art 5 minutes before Art started to restate the rules, have small talk, and assist me with the set up for the class. This was an attempt to use compassion and build trust to help the misbehavior be less severe or move through quickly when his disruptions would start.
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Joanna James Posts: 5
2/21/2022
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I had an enclosed ESE class with a student who had been injured, traumatic brain injury, during the birth process. Reading his previous medical documentation was an important step to understanding that my student was performing beyond expectations. His mother requested homework for him and as a result of his determination, he was the best math student in the class. At a meeting with the parent, it was revealed that his key medications were withheld by his physician's office. I teamed up the parent with the district's social worker/advocate. After this I begin to see the student's recent outbursts in a new light. We worked out a series of hand signals so that he could let me know the degree of anxiety he was experiencing. I would give him a kneading ball to squeeze. Finally, I would take him out to the basketball court and throw the ball to him to give him the opportunity to release the pentup energy. This bonded our relationship and allowed him to feel in control of himself. He pushed himself academically when others in the class were not motivated to do so. I told him he had the heart of a lion.
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