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Kristen Armstrong Posts: 1
5/17/2017
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I have a student who is suspected of an austism spectrum disorder. He is in kindergarten and is mostly non-verbal. He has a very hard time with directions and order and will act out at times. I have found pairing him with a classmate and repeated modeling of shorter more specific directions has helped tremendously. He also fixates on certain subject matter so by allowing him the freedom to change the subject matter of an assignment to reflect his likes has also greatly helped.
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Agatha Christine Posts: 3
5/18/2017
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lesson.I have had a student for 3 years that has visual impairment due to albinism. I make sure that she and a friend have a seat close to the whiteboard for all drawing demos. I also utilize the Doceri app for my class iPad to create step by step drawing demos that the speed can be controlled by the student & repeated as many times as she wants.
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Michelle Gorman Posts: 3
5/30/2017
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A wonderful student I had in his 2nd semester Kindergarten and First grade years had Autism and he was very smart and gifted in so many ways. Although he had this disability, that didn't stop him from doing anything! He had many great days but it was the horrible days that make it challenging as his Art teacher. His outbursts, lack of patience and low self-esteem made it difficult for him to interact with his peers and to understand he can fix his art project with an eraser instead of yelling and crumbling his paper into the trash; which usually led to more yelling and uncontrollable crying and throwing of objects, including his shoes. His classmates were so forgiving and helpful which made every situation better. I was determined to make it a better learning environment for him and his class.
Some days you just have to roll with it! We were working on an Initials project, working on our letters and lines in First Grade. The young man starts to write his letter of his first name and proceeds to make it into a bubble letter. This is high level skills for a first grader, but since he did it differently then others he thought it was wrong. I could tell he was about to have "a moment" as he proceeded with taking his shoes off and throwing them. I quickly told him that his letter was amazing, and that got him back to his seat. But, in the past, once his shoes are off, its hard to get him back. Thinking quickly, I said to the class, "Oh my I forgot to tell you all, its take your shoes off Tuesday!" (Thank goodness it was Tuesday - they had Art every Tuesday) and my wonderful Autistic student stopped and looked around as did all the other students, and he said, "It is?" as we all started to take our shoes off. He actually helped EVERYONE line up their shoes neatly against the cabinets. We went back to work and he started assisting other students in making their bubble letter initial. We all learned valuable lessons that day, including me. My awesome student with Autism also learned that we can all work together to accomplish similar goals but they don't have to be the same, different is a good thing in Art.
His ESE teacher was so happy to hear he had a great day in Art (mainstreamed in resource classes). Even though this student had issues with patience, self-esteem and behavioral outbursts, he was still a very intelligent child and often taught others lessons in class about real life from his stand point. Although his disability affected his learning because of his lack of patience and self-esteem problems, it was my experience of being his Art teacher to help him through his problems and have a greater outcome for his success, that included not just him but his entire class! And yes we still had Take Your Shoes Off Tuesday, but it was optional!
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Barbara Stroer Posts: 3
6/2/2017
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One of my ESE students attends with a fourth grade class. He has some developmental delays and is not able to write anything more than his first name. Drawing is beyond him at this point. When my students were working on a marker project where they were doing a contour line drawing and filling the shapes with patterns, i helped him to do a large scribble drawing. In the shapes created by overlapping lines, i would highlight an area and have him fill in the area with colored markers. That challenged him to control his coloring and stay within the lines. He was very proud of the work he did and couldn't wait to show me what he colored.
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Tracie Huntley Posts: 3
6/6/2017
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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 students had an issue with hearing loss. I had an assigned chair for him close to the front of the class. Also, another student (with lots of patience) would assist in helping him. Sometimes he would get frustrated and just quit the task at hand. He felt as if he was not a part of the class because he had trouble hearing and would feel left behind. If a student tried to talk to him from another table he would grab his ear in frustration.
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Sonia Amirkhanova Posts: 3
6/14/2017
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I have had a kindergarten student with an IND-Down's Syndrome in my art class twice a week throughout the school year. He is very easily distracted yet happy to create anything. In order to keep him on task, I have preferred seating (right next to me) as well as peer support. I partner him up with a very responsible student that he gets along well with and can help him complete the project. One of his favorite things to use after the lesson are shapes and color flip cards or kinetic sand. Those two items are available to him he knows that if stays on task and does not play with the crayons or glue sticks etc., then he can be rewarded with a free choice. I also use a lot of visual aides and step by step example and lots of positive praise to help him finish. He is also using an ipad to help him communicate and that has helped immensely.
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Johanna Riddle Posts: 3
6/19/2017
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I've taught visual arts to visually impaired students. Since the degree of visual impairment varies, and because some of the students in the class have additional exceptionalities, I make adjustments for each student. For example, one of my fifth grade students has low vision, but is extremely capable. I make sure that his versions of visual art projects are high contrast in nature, so that he can follow and direct his own projects. I also provide small examples for his use, in addition to the larger examples posted on the board. In addition, I use technology to help the student study works of art independently. One of my first grade students has no sight, and has additional exceptionalities. I focus on a lot of tactile work with her--using things like clay, sculpting foam, various textures (fabrics, sandpaper,) and mattboard shapes. I also make various types and textures of fingerpaints. I cut cardboard frames and place painting paper beneath the frame to create a tactile border for her paintings. I've also prepared large, simple looms with cardboard and yarn, and used different textures (tissue paper, large yarn, wide ribbon, burlap) for her to create textural weavings.
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Christopher Roll Posts: 3
6/20/2017
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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 reciently taught a student on the autism spectrum. He suffered from asburgers syndrome. This students disabilitie affected them by making it difficult for the student to participate socially within the classroom setting. This student bosted an exceptually high vocabulary, coupled with astonishingly high reading scores. Unfortunately, due to his socal awkwardness, and difficultly accepting small failures and rejections, he was quick to become visibly frustrated if antagonized by a classmate, or if his artwork received a negative criticism from a classmate. His student often became overly emotional when struggling to communicate with a classmate, or if frustrated with his own lack of ability during a new activity. Emotional outbursts including shouting at others, claiming publicly that " not one likes or listens to him", and on occasion, crying out of social frustration distracted both himself and others within the learning environment.
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Andrea Jefferies Posts: 1
6/22/2017
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I had a student who has ASD and is language impaired. His disability affected his learning in ways such as inability to communicate verbally, short attention span and inability at times to stay on tasks. He would have tantrums/meltdowns if there were any minor changes in his routine. One way I would work with him was to allow him more time to complete tasks assigned to him. He liked this because he was able to work at his own pace and when he would complete something he would applaud himself.
One thing he loved to do was paint. If he was having a hard time in class for whatever reason, I would pull out paint, paper and brushes and he would quickly calm down and paint the most amazing art pieces. I would frame them and send them home with him. It got to the point that when he even did his work, afterwards he wanted to paint. Art integration helped him learn to calm himself and also gave him a way to communicate his feelings. He is now entering second grade with not only an immense art collection but also he has begun to verbally communicate in one to two word phrases. Watching him grow and change has been rewarding.
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Karen Goslin Posts: 2
6/30/2017
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I had a student that has ASD and he disrupted the class by yelling and banging on the table. At first this usually startled and stopped the other students from working on their artwork. As the class continued to work and routine became established he started to calm down and continue to work too. I found that always going over expectations and having a solid routine for him to follow helped him not be so disruptive because he understood what he was suppose to do and didn't get frustrated.
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Angeline Parkin-Milambiling Posts: 6
7/13/2017
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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.
In the past I have had a student who was deaf. Her disability affected how she could gain knowledge in the classroom. She wore a cochlear implant and usually had an interpreter for the beginning of the class instruction time. At the beginning of the year, as was I learning about her needs as a student, she put her head down on the table and refused to do any work. I quickly realized she need more support from myself and sought to accommodate.
I sat her close to my desk, so she could see my lips move, and see directions and demonstrations easily. I also tried to gesture a lot or use my limited ASL signs to convey a direction clearly. Videos were sometimes a problem for her to hear, so I made sure the videos were CC and printed out any supplemental papers that she could use to help clarify her learning.
All of these accommodations helped her understand the directions and stay on task.
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Angeline Parkin-Milambiling Posts: 6
7/13/2017
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At the beginning of the year, it can be stressful for our little friends with transitions and/or new experiences. Agreed, reliable routines with clear expectations really help to calm students.
[Karen Goslin wrote:
I had a student that has ASD and he disrupted the class by yelling and banging on the table. At first this usually startled and stopped the other students from working on their artwork. As the class continued to work and routine became established he started to calm down and continue to work too. I found that always going over expectations and having a solid routine for him to follow helped him not be so disruptive because he understood what he was suppose to do and didn't get frustrated.
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Angeline Parkin-Milambiling Posts: 6
7/13/2017
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I really like how you empower him in the hallway by letting him share the expectations for the day.
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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KDahlhei Posts: 3
7/15/2017
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I had a 2nd grade artist with Emotional/Behavioral Disability. He would get so frustrated with his work that he would destroy it before he finished it. I would give him great qualitative feedback on his process and work. His peers would compliment him too. Other 2nd grade artists and I were always trying to console him after he destroyed the work because he usually crawled under a table and expressed his anger. After several episodes of this behavior, I started talking to him about his strengths and what he liked. I found out he really liked Mine craft and he began drawing characters and explaining to me everything about Mine craft. The next several weeks he came excited about drawing and creating stories about Mine craft. A few of the other artists shared the same interest and they began to collaborate on art projects from Mine craft drawings to building cities from cardboard. It was great that I could work with him to find his strengths and interests in the art studio. He was also able to collaborate with others and build his creative confidence.
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Molly Davis Posts: 1
8/26/2017
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I have a student in my first grade class with autism. He usuaLly responds well, but seems to be having problems socially. To help, every morning during our morning meeting, students are assigned a buddy and discuss a given topic. At first this was a challenge, but it has become a little easier. He has a helper assigned to him to assist with keeping him on task. She normally sits back and when he becomes frustrated, she will be right there to assist him. It has been challenging for me to learn his personality and how he responds to certain things that happen within and outside of the classroom. This has been a learning experience for me! I have had students with disabilities, but not as servere as this. He needs specific, short directions. Multiple step directions frustrate him.
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Kathryn Frericks Posts: 3
8/27/2017
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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 multiple disabilities in one of my 7th grade classes. He attends class with his personal Para. This student requires movement and multiple breaks during our class. His verbal communication skills are limited, however, with encouragement and repetition of the delivery of the question or concept he will respond. He responds rapidly and then loses focus. I have found that a task sheet with illustrations to be very helpful with him. In addition to tailoring the standards to his level of understanding, I have paired him with another student. This student (who is an 8th grade intern) interacts with him, commenting on his work, and asking him questions about it. The intern works across the table from him showing their work to him, focusing on finding similarities between their creations.
By using the task sheet, I and the Para are able to encourage the student to complete a specific request prior to him taking a break. For example, if he is indicating that he wants to use his iPad, we verbally acknowledge his desire but redirect him to the task at hand with the understanding that he will be able to use his device ( for a limited time) when he has completed his task. When he needs a “moving “break, he will take a short walk around the room with his para. We have started including discussions about the art posters on the wall to engage him as he walks.
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Krystle Suarez Ramirez Posts: 2
9/2/2017
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I used to have a third-grader with Conduct disorder referred to a group of EBD. The student constantly interrupted his classmates, did not complete the work and always needed individualized help from the teachers. Due to his behavior and treatment to his classmate they began to reject it and it became difficult to be accepted in the group. Make several accommodations with the student. I first moved him close to my desk, so he was more focused and also I can give him the help if he needed . If he finish his daily work I gave him stars every day and at the end of the week I let him pick something from the treasure box or give him free time to do puzzle that he love it. If he did not finish the daily work, I sends copies about the discus at class so he can complete the work at home. I use to meet with him to talk about how he should treat his classmate and eventually began to treat them with respect and kindly.
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Elaine Weeks Posts: 9
9/7/2017
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I currently have a vision impaired student in 2nd grade. She is bright and has a great vocabulary, and loves art! Our challenge together is "seeing" what the other students are doing in their creative artwork. I begin each lesson by asking her questions about her interests, her cultural background and family history, as we discuss the project at hand. She then has a point of view or "reference" from which we can gather ideas and associations so that she can create a piece of artwork that reflects her interests. Together we discover what is important to her and how she can make her art relevent, while still using the elements of art or principles of design. We then address the "reading" of the art through some form of tactile medium. I allow her to make suggestions and then explain what will work in this specific case and what will not and why. She remembers this exchange and it gives her fortitude and power over her creative process!
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Elaine Weeks Posts: 9
9/7/2017
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patricia salzano wrote:
One of my students in the second grade was Visually impaired/blind. He had a one on one para who came to every art class. I made some frames with wire screening in them. When we would do a drawing activity I would tape his paper to the screen so he could feel his crayon or marker going over the paper and it also created a bit of texture so he could "feel" his drawings. When we would be talking about shapes or textures in an artists work I would also provide maipulatives (spheres, cubes, "fluffy things, smooth etc...) to help him visualize what we were looking at.
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Elaine Weeks Posts: 9
9/7/2017
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patricia salzano wrote:
One of my students in the second grade was Visually impaired/blind. He had a one on one para who came to every art class. I made some frames with wire screening in them. When we would do a drawing activity I would tape his paper to the screen so he could feel his crayon or marker going over the paper and it also created a bit of texture so he could "feel" his drawings. When we would be talking about shapes or textures in an artists work I would also provide maipulatives (spheres, cubes, "fluffy things, smooth etc...) to help him visualize what we were looking at.
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