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Elizabeth Armstrong Posts: 3
2/22/2022
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I had an amazing art student who was autistic. He was a phenomenal sketcher. I knew he wanted to do his own ideas for projects. I made an agreement that if he would just show me he understood the class concept I taught I would give him the rest of class to sketch his latest favorite drawings. Even in kindergarten he could draw like a middle school student. I kept in close communication with the parents and his classroom teacher. The classroom teacher was so happy I gave him a few extra papers he could earn if he did his regular class work. He had less behavior in both rooms when he knew he could earn a few mins to draw.
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Alexis Chanhvandam Posts: 3
3/1/2022
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I have a student with EBD. He tends to be very concerned about making his work look perfect. I give him a lot of reassurance that his art is amazing. I also try to implement some calming strategies when I see he is getting overly worked up. Sometimes it works, but sometimes it doesn't, and he then will shut down or melt down.
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Katie Holt Posts: 3
3/1/2022
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With a greater number of students appearing in our community with Austism Spectrum Disorder, I have found the need to make accomidations to lessen stress and/or triggers that might be upsetting to students. I have one-on-one discussions of the tasks to be performed (if clarification is necessary), allow additional time in homeroom class during morning work, etc, or simplify lessons to lessen stress for students.
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Denise Quirk Vowell Posts: 3
3/3/2022
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I have a 1st Grade student with Intellectual disabilities. His disability affects his learning because he does not clearly understand the rules and procedures of class and the lesson directions. I have him sitting right by my demonstration table so that I can monitor his progress and help him as needed. I usually modify the lesson for him and have precut shapes available if he is unable to cut successfully. I offer positive feedback often.
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Kimberly Molineaux Posts: 6
3/8/2022
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I have a student with EBD. He frequently cannot transition to a new activity and resists all activities. I have created a calm down corner for him. Usually when we are about to transition he heads there and uses some strategies such as breathing or a popper. After a few minutes of watching what we are doing he re-enters. He needs frequent redirection and checks for understanding. He does better when given direct instruction before frustration sets it.
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Susan Julio Posts: 3
3/13/2022
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My student had dysgraphia - using the computer to write out his responses was an easier way for him to express his ideas.
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Brandie King Posts: 4
3/25/2022
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- My most extream experience was several years ago, I had a kindergarten student who came to us with unidentified disabilities. Suspected ASD. He had not been in preschool. His vocabulary was limited, he had difficulty remaining focused and seemed in his own word oblivious of his environment or purpose of the classroom setting. While I was teaching, he would wonder, turn the water faucet on and off repeatedly and climb on furniture, which became dangerous! At first the other children were distracted by his behavior. We worked with the class to be accepting of his challenges and soon they learned to focus on the lessons instead of him. I would attempt to redirect him to join us, but it was a struggle. Most of the time I was just making sure he did not hurt himself. Within the first two weeks of school the process began to identify his disabilities and create the pathways to help him. There were manipulatives to engage him. Smaller hands-on tasks. The process was lengthy. In the end, a school specializing in his specific needs was available and his family enrolled him after the first semester.
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Donna Haynes Posts: 3
3/25/2022
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Administrators:
- Identify at least two ways school and/or district administrators can support fine arts educators' use of explicit and intensive instruction for students with disabilities.
1. Ans: Provide a District professional development on the topic of explicit and intensive instruction for students with disabilities through fine arts classes in each discipline-visual art, drama, music, dance.
2. Ans: Provide support for a District Professional Learning Committee (PLC) for fine arts teachers in their specific discipline where teachers build on research in use of explicit and intensive instruction for students with disabilities and apply knowledge in their classrooms to bring back reflection to build upon in their PLC groups.
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Madeleine Pinaire Posts: 3
3/30/2022
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I had a student who was visually impaired and had to hold things up within an inch of her glasses to be able to see. She still loved art and creating! I made her her own handouts that she could see up close so that she could see what I was doing up on the board.
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Pamela DeVito-Hill Posts: 3
4/1/2022
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I have a student who has ADHD and cannot focus for very long. He is allowed to sit in the back of the room and get up and move when needed. He can't process information and directions, he can't complete long tasks like coloring with colored pencils or crayons. His artwork gets very messy because he rushes through it or can't sit long enough to complete it.
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Tanya Ashe Posts: 3
4/24/2022
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I have a student who a hearing impairment. He wears a hearing aide. He sits in front of the room in his regular classroom when I teach in there. My classroom has round tables so the student had trouble reading my lips bc I was not always in front of him. He blurts out quite a lot to let me know what he is doing. I have been better about making sure I am in front of where he is facing so he can see my face as I talk and I am aware I have to talk slower and more clearly. I show visuals and make use of he DCMP website that provides subtitles for numerous educational videos. I love this site and it has the Getting to Know Art series with subtitles which helps as an additional resource for my art objectives.
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Danny Street Posts: 4
4/24/2022
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I met this little girl when she was in kindergarten. She is now in third grade. She has an Orthopedic Impairment which gives her nearly constant pain and limited motion and range of motion. She is very confident and has always tried to accomplish every task on her own. Her challenges pertaining to her education have been the days that she misses from school for treatment or days missed due to severity of pain. In order to make up time lost, she will sometimes be pulled from art to do additional general-ed. When she is present, she is wheelchair bound. My seating consists of lunch-room type benches. On days when she is feeling her best, she will pull herself out of the chair and onto the last position on a bench. On days when she is not so well, she is able to remain in the wheelchair and work on the end of the bench. Recognizing that she strives for independence, I only assist her with physical tasks when I notice she is not adapting, and even then I only do until she says "OK, I got it."
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AnnRobles Posts: 3
4/24/2022
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I have twins (separate classes), who have autism. Both twins have difficulty focusing and one uses earmuffs to help with sensitivity to noise. They both enjoy drawing and art in general: however, will often get up and walk around and sometimes roll around on the carpet area. In one of the classes, the other students will ignore this, and I can redirect my student. In the other class, my twin gets some support from his classmates who will try to redirect him. Unfortunately, this can sometimes result in agitating my student further and I am having to discourage this. Both twins had an aid at the beginning of the year who left, and since then we have not been able to replace. I have noticed that both boys are able to handle drawing better than painting or other multi-step processes. I sometimes modify the assignment or allow the boys to do an alternative assignment with free-drawing (which is their favorite). An interesting point is that the boys will sometimes draw each other together even though they are in different classes and live in different homes.
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Beth Elliston Posts: 4
4/25/2022
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One of my students with ADHD is allowed to choose "mini projects" to create once he has completed certain steps in our class project. He has a paper with targets to achieve in order to earn his "mini project". Breaking up his required project into digestible bites has helped achieve his class goals and he is rewarded for his success with additional creativity.
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Beth Elliston Posts: 4
4/25/2022
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That's so cool that the twins will draw each other event though they are in separate classes. I have experienced similar issues with class response to these situations. The dynamics in each class is so different, requiring our modifications to be different in order to provide the best learning environment for all students.AnnRobles wrote:
I have twins (separate classes), who have autism. Both twins have difficulty focusing and one uses earmuffs to help with sensitivity to noise. They both enjoy drawing and art in general: however, will often get up and walk around and sometimes roll around on the carpet area. In one of the classes, the other students will ignore this, and I can redirect my student. In the other class, my twin gets some support from his classmates who will try to redirect him. Unfortunately, this can sometimes result in agitating my student further and I am having to discourage this. Both twins had an aid at the beginning of the year who left, and since then we have not been able to replace. I have noticed that both boys are able to handle drawing better than painting or other multi-step processes. I sometimes modify the assignment or allow the boys to do an alternative assignment with free-drawing (which is their favorite). An interesting point is that the boys will sometimes draw each other together even though they are in different classes and live in different homes.
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Tracey Williams Posts: 3
5/2/2022
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I have an ADHD/Autism student who usually doesn't want to do the project the class is doing, if I put the materials in front of them, they tend to knock it away or get upset. I tell the student that I will leave the materials on my desk and when/if they are ready they can get the materials and start. The student usually takes about 5 minutes before seeing the other kids creating and then wants to join in. The student is also motivated by creating dinosaurs, so if they want to add one to the Monet water garden picture we're creating or replace their fish patterned fish with a patterned dino, I allow for those interest changes.
I also have a big basket of books in my room. I have acquired a few dinosaur books just for this student, so if they need a break or finish their project a lot earlier than the class they have a positive option verses disrupting the class. It is also a motivator, "Spend 5 minutes working on your project and you can pick a book to bring back to your seat."
So choice, frequent breaks, accommodating special interests. Also my room is set up for avoiding overstimulation, less overhead lights on, quiet lofi music.
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Kelly York Posts: 3
5/6/2022
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All students are to be provided a Free Appropriate Public Education (FAPE) and in order to ensure every student is included, all educators must learn to advocate for their students. At my school we have a wide-range of students with disabilities, from students with Autism, visual impairments, speech and language impairments, specific learning disabilities, Emotional and behavioral disability, and Other Health Impaired. Our fine arts teacher can advocate and ensure appropriate inclusion for all students by providing the materials, scaffolds, differentiated instruction, and modifications to access along with typical peers the fine arts curriculum.
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Kelly York Posts: 3
5/6/2022
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School and/or district administrators can support fine arts educators’ use of explicit and intensive instruction for student with disabilities by providing them with access to or support with acquiring professional development on teaching students with special needs/disabilities as well as ensuring that they have the materials and manipulatives for student engagement and participation.
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Kelly York Posts: 3
5/6/2022
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Administrators can assist fine arts educators’ in learning about how to use adapted assessment in their fine arts classroom by providing time for pre-and post- assessments for all students so that growth can be determined. The pre-assessment will also allow the fine arts teacher to plan for differentiated lessons to help support all learners. Administrators can also support the implementation of ongoing assessments that will allow for continuous feedback on the effectiveness of instruction and where changes in instructional strategies can occur.
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Catherine Laura Irmis Posts: 3
5/10/2022
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- I have several students with disabilities and I continue to model the project by showing the final product first, show them a detailed modeling of production and then use a photo rubric for the final understanding.
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