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Tracy Sellers Posts: 4
5/13/2022
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My student had specific learning disabilities, and therefore had a difficult time processing verbal directions. I wrote steps to follow on the board so all students had a reference of what needed to be completed, and provided a visual model of the end result so students could see what their product should resemble in the end.
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Herbert Cummings, Jr. Posts: 6
5/14/2022
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My student had a visual disability and was at a definite disadvantage when compared to the other students. I worked with the school administrators to arrange to use visual aids for the student. The student was provided braille materials and was able to use the services of a special teacher to compliment my instructing them. There were also arrangements to move the student closer to the front of the classroom. Technology at the time was not that advanced. However, the student improved a great deal.
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Darlene Olson Posts: 3
5/15/2022
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I have had a student that was on the autism spectrum. I just needed to be patient with their art making. Normally an aid was in the class, so she was a big help. A little encouragement goes a long way. They need to see an example, but always tell them it's not supposed to look like mine as it is their artwork.
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Antonio Hernandez Posts: 2
5/18/2022
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I immediately think of Aiden, a loving, shy but vocal 2nd grader. He had an extremely difficult time communicating verbally, although I came to understand exactly what he was saying, much the way a parent of a two-year-old understands their child's incomplete and broken phrases. I sat him near the front of the art classroom, and while he didn't always seem to be paying direct attention to my instructions, he totally knew what the instructions were. His verbal communication was impaired, but his ability to communicate through his art was far and above his peers. His artistic skill level was probably that of a 5th or sixth grader when it came to drawing and painting. Interestingly enough, his scissor and glue skills were exactly second grade. Needless to say, I was constantly looking for opportunities to let his skills shine.
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Herbert Cummings, Jr. Posts: 6
5/19/2022
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The student that I taught in the pass had a disability that affected their ability to learn because they could not retain information well. I was difficult for them to focus and was not able to retain much. Because of this impairment, the information was broken down in smaller chunks and were gone over more than one or two times to check their comprehension of the material. I also paired the student up with another student to help them.
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Susan Vertullo Posts: 3
5/21/2022
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My situation is a little unique because I teach in a magnet school designated for both Gifted Services and Literacy Innovation, therefore ALL of my students fall in the special education category. The students in our Center for Literacy Innovation are mostly dyslexic, and dyslexia sometimes comes with an added set of emotional and behavioral challenges. Most of my students respond positively to the rigorous curriculum that our school has in place, but there are quite a few who require additional accommodations and extra attention. One student in particular, Hunter, has trouble focusing and listening to directions, as well as staying on task. I have to give him constant reminders to focus on whatever task we are working on. I have him seated close to me and the Smart Board, and at a table with another student that he responses well to, and who also helps him along the way. Hunter seems to do well when I use interactive learning games on the Smart Board, and loves to be picked to participate. He often needs extended time to complete a task, however, he responds positively to positive criticism along with the constructive criticism. Sometime if he is having a frustrated or emotional moment, I just let him cool down for a little while before resuming. Even though Hunter doesn't produce work like students with more natural artistic skills, these strategies seem to help Hunter to enjoy art and to achieve the desired effect.
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Jessica Martin Posts: 3
6/19/2022
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I used to teach at a "separate day school" for students who had been removed from their public school due to behavior issues. Most often these students were also diagnosed with a specific learning disability. One of my students had both an emotional/behavioral disability as well as a specific learning disability related to processing and speech. This 7th grader had challenges processing his emotions and would have verbal outbursts, etc in the classroom as well as struggle with very low self esteem. He also had difficulty completing work and could be challenged with assignments using fine motor skills. However, I had great success with this student when I demonstrated the steps to the project, then gave him a specific job in class, whether passing out materials, managing a work station to help other students with their artwork, or working with me as an assistant. These roles over time improved his self-esteem and helping him repeat certain steps of a project many times, which allowed for more confidence in the art process.
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Bethany Bates Posts: 3
6/28/2022
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A student I had last school year was gifted but hampered by executive functioning challenges associated with ADHD. He often zoned out during any type of instruction and I tried various strategies that mostly didn't work. It was frustrating for both him and me because we both knew what he COULD do but didn't know how to help him.
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Jesse Kiebzak Posts: 1
7/10/2022
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One of my 3rd graders had a vision deficiency and could not see colors. He had a good system and would always keep the paint colors he is using in alpha order so he knew which was which. I would also label them for him with a sharpie on a piece of paper so he could read what color it is as well. This kind of forced me to change my table system as well and use numbers instead of colors. Which wasnt a big deal but it made me more aware of students with vision disabilities and how it can effect them in the Art room. He produced very great works of art also. His impairment definitely did not hinder his final products! Just may take him a little longer getting there. And because of that, he had extra time to complete the graded projects.
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William Henderson Posts: 3
8/19/2022
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I had a student with a hearing aid. She also wore a back brace. I made sure to sit her close to the board and teacher's desk. I picked responsible students to sit with her to help. I always used my microphone and used captions when showing videos. I also wrote instructions on the board.
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Gillian O'Connor Posts: 1
8/24/2022
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In my autism classes it is important to provide audio and visual resources. Playing a video of a song during clean up helps students remain calm. I have some students with autism that are sensitive to light and sound however, therefore, I have my smartboard on at a medium level and only half of the lights on in the room. We clean up the art materials faster than I would in other classes to avoid students waiting and leaving their seats early.
It's been so important getting to know my students names and seeing how much they improve once they are at a new grade levels. That being said, I need to differentiate and challenge my students with disabilities to accommodate their growth and new capabilities.
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Lora Carey Posts: 3
9/14/2022
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I have a 3rd gifted student with a vision deficiency. He is very talented at drawing. I worked with administration, his parent and the ese department to develop an IEP so that this student would receive assistive technology. The student sits as close to the front board as possible, and text size is increased so that it large enough for him to view.
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Ryn Sapp Posts: 4
9/18/2022
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I have had Riley in my general education elementary art class for 3 years now (she is currently in 5th grade). She has muscular dystrophy and is confined to a wheelchair. She is as positive and happy a student as I have ever taught. She requires some assistance getting into my classroom and there is a student who moves a chair out of the way so she can pull her wheelchair right u to the table. She participates in every art activity we do in class to varying levels of success, but she always appears to be excited and happy with what she produces. The only thing she ever has trouble with is clay as her arms are not very strong, but she will easily accept help from me or a peer if she needs it. The other students LOVE her and take good care of her all over campus and it it a joy to watch.
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Ryn Sapp Posts: 4
9/18/2022
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Lora Carey wrote:
I have a 3rd gifted student with a vision deficiency. He is very talented at drawing. I worked with administration, his parent and the ese department to develop an IEP so that this student would receive assistive technology. The student sits as close to the front board as possible, and text size is increased so that it large enough for him to view.
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Ryn Sapp Posts: 4
9/18/2022
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In my school, we are extremely lucky to have a smartTV to use in the classroom that is connected to our computer. I frequently use "HOW TO" slides to allow my ESE students to see how a project is completed from beginning to end. Fist, I create my own version of the project and take pictures with my cell phone along the way. I use those pictures in a google slides presentation to show the students my precise steps I took and what my finished product looks like. As the students gather their materials and begin the project themselves, I can advance the slides according to what step they are on and I can also go back and review a slide for a student who may be working a little more slowly. I have found that this allows a grate deal of student autonomy as they do not always have to rely on me to physically come and talk to or help them, they can follow the pictures and only ask for affirmation that they are on the right track.
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Ryn Sapp Posts: 4
9/18/2022
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I had a student named Alisson in my middle school art class a couple of years ago who was hearing impaired, When we started our clay unit, I created a "Cue card" sheet for her that allowed her to see and read the steps as she obviously could not listen to my explanations. She had a part-time interpreter and the Cue Card sheet helped the interpreter too as she had never done clay before either. The cue cards gave her pictures, tips and explicit instructions so that she could create the same coil clay vase that others were creating. I was able to walk by Alisson as I circulated the room and she could give me a "thumbs up" if she was doing OK or a "thumbs down" if she had hit a struggle point," Alisson was very independent and very much appreciated that the lesson and cue cards allowed her to work with autonomy not make her feel like she needed so much of my intervention.
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Anwar Wilkerson Posts: 3
9/20/2022
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I currently teach a small class of students with learning disabilities. I have for several years now. One of my students in this class is labeled ADD/ADHD, Autism Spectrum Disorder, Epilepsy, Vision Problems and Red folder reads (other health impaired) He does not speak much but his one on one school para says that he can speak if you prompt him enough. When he doesn’t get his way he will try to walk or run away, and whine his para stops him by staying in proximity. He doesn't know how to voice his opinion verbally so this is how he shows disapproval. He doesn’t like to draw much but he does like to see colors mixing in paint so on occasion I let him paint.
I modify instruction by using visual representations of what the student needs to accomplish. Pointing to the picture and saying the words may help him to learn the objects. His para assists him with holding materials. I shorten his time in class so that when he has accomplished something I may let him leave early for nap times. He exerts a lot of energy when completing a task sometimes. I have had him for a few years and he improves a little each year. He may never speak to me but I look forward to him using a few words. This year he is doing better with staying on task for up to 15 mins of class time which is one of his goals for ESE inclusion.
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Beth Cox Posts: 2
10/2/2022
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I am very lucky to have a smart tv in my classroom that is a wonderful technology tool for providing valuable experiences for all my students. I have created step by step slides that I show up on the smart tv as the students are working so that they can refer back to the slides if they forget a step. I also often use the smart tv to play video demonstrations of a project. I have some students with visual impairments and often have used the smart tv to show close up examples of the art. This allows these students to pick out details much easier than if we were looking at a small reproduction or tablet screen. I have also invited groups of students up to play an interactive art game on the smart tv. I believe all my students benefit from fun interactive activities like this, but it seems to be really helpful for my students with ADHD.
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Melissa OHara Posts: 1
10/3/2022
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I have a 4th grade student in one of my classes labeled ASD and he struggles to sit still, wants to get up and inspect the classroom counters and play with things that aren't meant to be played with, sometimes shouts out inappropriate things, and will misuse materials at times. For example, once he used the scissors to cut a piece of his hair off rather than cut his paper. He does have an assistant that redirects him, and I often provide hands on activities related to what we are doing immediately, while the others listen. I also have swept my room of materials that might be harmful before he comes in.
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Regina Patz Posts: 3
10/9/2022
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Half of my 24 groups of students are self contained students with disabilities. The needs vary from full support with hand over hand for students in IND to increased structure and supervision for students with Autism. My supports are tiered and vary from group to group. My strategy for teaching art is the TAB approach, therefore, I am easily able to tier the supports for each of my students.
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