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Teresa Johnson Posts: 3
10/10/2022
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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 taught Elementary art for many years. I can not even begin to share the vast experiences I have had with students with behavioral, emotional and intellectual challenges. Back then, we were not educated on ways to teach/support students with disabilities. There are so many resources now to help teachers in all learning/teaching environments be more effective with students with special needs.
In the artroom, our students are usually seated at tables. it makes it easier for supplies to be distributed and creates an environment for learning from others and encouraging production. This of course depends on the talents of the teacher and his/her ability to monitor the classroom. In that type of setting, students can be behaviorally disruptive or not, to others. We encourage, by positive reinforcement, good behavior. When there is a disruption, if the teacher is circulating the room properly, the student is reminded of classroom expectations and rules for all. These are general, but expected to be followed by all. Significant time at the beginning of the year, and throughout the year is spent reviewing these. There is a time-out option and a "reset" option giving the student a chance to make positive changes to his/her behavior. One of the two options are usually chosen. If not, student and teacher analyze the problem and create a positive plan so the behavior will not happen again. This may occur after school, during a break and with the classroom/ESE teacher.
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Cher O'Bryant Posts: 3
10/14/2022
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Disclaimer: I am not a visual arts teacher, but there isn't category for school counselors and some elementary school counselors are included in Fine Arts.
I currently have a few students with disabilities but one comes to mind. This particular student is 7 years old and has autism along with another intellectual disability. He is also non-verbal. His disability prevents him from answering higher level questions in my class. He is in the IND cluster at our school and they come to fine arts with 1st grade. To accommodate the student, I provide manipulatives and toys for them to play with throughout the lesson. Because their understanding is limited, it's difficult for them to comprehend what I teach first graders. I also provide adapted assignments such as worksheets/coloring sheets that have easy instructions.
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Laura Bissell Posts: 2
10/18/2022
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I once had a visually impaired student. I would enlarge copies on special paper just for him. I would also read directions and any announcements that were posted in the room.
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Laura Bissell Posts: 2
10/19/2022
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I have had many students with a range of disabilities over the last 26 years. Probably the one of most successful tools I use is to give specific academic praise and do all that I can to make them feel successful, having them and their peers repeat and reinforce what the SWD did that was a success.
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CRYSTAL ROBERTS Posts: 1
10/26/2022
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I am currently not a visual arts teacher; I am a media specialist. In the past, I have worked in a special needs school with classes from age 3 to age 22 in which all enrolled students had a variety of disabilities. As such, when they came to the library for their specials, my clerk and I would use various tools to enrich their learning and engagement. For instance, we filmed the school's daily news show. The high school group who taped the shows were unable to read, so we used Big Macs that they could press at the appropriate time for announcements and info. to play. For a second option, we also used pictures of food for them to identify and communicate what would be on the lunch menu that day.
In another instance, we had a visually impaired elementary-aged student. We used aroma therapy to help her navigate the campus as independently as possible. She used a hula hoop to travel the halls, so she would not bump into others or items and my library was associated with the scent of lemon to let her know when she was getting close or had arrived at my door.
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Angela Guettler Posts: 3
10/29/2022
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I have a Kindergarten student who is visually impaired. I have changed the student's lessons to tactile projects. The portrait project was changed from a drawing to a clay sculpture. I also encourage the student to use Legos, paint, cardboard tubes and other tactile materials. The student participates in the same art lesson but uses a variety of art materials. I keep the environment positive and inclusive for all students. As a result the student feels included in the art classes.
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Melissa Squires Posts: 3
11/2/2022
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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 am a current elementary art teacher and have a variety of students every day. Our ESE students push into the classroom with aides and I also work with them as a group on their own along with their aides. When I work with them as a group I am able to really interact with them on a personal level and get to know them as individuals and how their disability affects their learning in the classroom. A good portion of these students have autism. Some are verbal, some are not. I have found that the students either have a hard time focusing on one thing and travel the room or hyper-focus in one area. To accommodate each one, I set up centers in the room so that my travelers can move from one material interaction to another and my hyper-focused kids can really dig in to one center. As I get to know each of them, I will adjust the centers to appeal to what they seem to be most interested in. One student in particular, a first grader who has a really hard time pushing in with the regular classroom as she is distracted by the other students, is very focused during our group time and can even set up her own painting materials. I have used my individual time with her to create new strategies for her push-in time as it is important for her to be a part of her general education classroom.
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Michele Edge Posts: 2
11/3/2022
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I teach 9th-10th grade English. I have a student in 10th grade who is partially visually impaired. He wears glasses, and shared with me in a journal entry writing prompt that he is blind in one eye. This was several weeks into the semester and I had never known because he doesn't seem to have any trouble completing assignments or participating in class. He has a 504 that says he is ADHD and needs extra time on assignments but he never asks for it. I thanked him one day for sharing his information with me so that I have a better understanding of his needs, so I believe he will advocate for himself when necessary. So far, he has been successful in completing assignments and participating in class, but now that I know about his disability and his accommodations, I try to be more mindful about how information is presented to include him without drawing attention to his disability.
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Ambur Carter Posts: 3
11/3/2022
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I am a K-5 Art teacher and have a variety of ESE students who come in with aides, as well as many students with IEPs. I have found great success with a method of teaching called Teaching for Artistic Behavior, or TAB. With this method, students are introduced to many media centers, techniques, and inspirations and then may choose what they would like to focus on. It is highly adaptable to students interests and ability levels! For example, I have had a student with a visual impairment that was able to focus on creating with clay and yarn.
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Stephanie Bucklew Posts: 3
11/7/2022
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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 one class that is a combination of a 3rd grade unit and a self-contained 3rd grade class. They do the same lesson and are given the same instructions. I have patterns, alternative assignments, and tracers to help any student that needs a little extra support. Sometimes it is the students in both classes need extra support. I want all students to feel successful in art class.
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Helen Garcia-Valdez Posts: 3
11/12/2022
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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 third grade student in my art class who is blind. He has a paraprofessional assigned to him. A major challenge in our art education is the overwhelming amount of visual material to which he is exposed. I create slides that have Youtube segments that assist with art description, like MoMA “the Way I See It”. We use Kagan Cooperative strategies and work with our shoulder partner and team in discussing. When doing contour drawing he could not see a visual prompt so we used a 3-D giraffe and it was fun for the whole class. Students were able to draw what they saw and we had the para help the student touch and draw what he felt. We have been successful creating a glue resist, yarn paintings, using texture plates and crayons, and using manipulatives to create patterns. Having tactile items to draw are helpful. To add meaning to paint color selection we combined with things he has experience with like yellow/lemon, orange/orange, blue/blue berries and red/strawberries.
Creating a clay owl sculpture has been his favorite. We got to use the sense of touch and smell- hold the 25lb. bag of clay, feel the temperature of fresh cut clay, smell the clay, and of course feel the clay at different stages. Oh the delight of this experience. Art brings smiles and the ability to express if we take the time to differentiate lessons.
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Laura Hash Posts: 3
11/15/2022
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I had a student who came to our school from another one. She came with a long list of notes about her emotional and behavioral disabilities, and her common outbursts in class. She was in 2nd grade at the time, and she'd been having these issues since prek. When she arrived, I was a little concerned about her past, but I focused on building a relationship with her, and making sure she knew she was safe and I was happy to have her in my class. This seemed to do the trick. Although she was diagnosed EBD and she had meltdowns from time to time, it was nothing compared to the way she acted at her former school. I feel that she needed a clean slate and a non judgmental faculty that would give her a chance. She thrived once she felt loved and understood. She started to make connections with her choices and the outcomes (privileges vs consequences) because she was met with teachers who showed her consistency and love.
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Danielle Singer Posts: 3
11/18/2022
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I had a student in my band program with a visual impairment. She was a great advocate for herself, as was her mother. We were able to enlarge all of her music in the concert setting and managed to use the students around her to give small visual or aural cues to assist when she couldn't see some of my conducting gestures (such as breathing, tapping tempo on her knee, etc.). She made the decision to join the pit during marching season so she wouldn't need to march on the field, but could still be involved in the activity.
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Mercedes Jacobson Posts: 4
11/21/2022
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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.
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Mercedes Jacobson Posts: 4
11/21/2022
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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.
Last year I had a student with emotional and behavioral disabilities. She was given reduced assignments and longer periods to complete said assignments. She was also allowed to have quiet time away when her frustration reached a certain level. During such times, she sat on a beanbag and even used a stressed ball to help her anxiety. By doing this she was able to resume the activity and was able to demonstrate her best effort and end product. The mere fact that she was allowed to do this was a comfort and safety zone for her. It was a pleasure to see the positive results.
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Kimberly Gonzalez Posts: 3
11/21/2022
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I teach Kindergarten and currently have a student who is on the spectrum. He is constantly disruptive and has difficulty attending to tasks. He walks around the classroom and rarely participates in whole group instruction. His behavior is definitely affecting his academics. We work one on one with him and redirect him with music or stories. We use visuals and a positive behavior chart to help with his behavior.
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Sarah Zidonik Posts: 3
12/6/2022
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I teach elementary art. I have a 4th grade student recently diagnosed with ADHD and has had a 504 plan. Throughout the last year he has struggling with staying on task and following directions, even though he loves art. His classroom teacher has a point sheet he brings with him to specials classes to keep track of his progress in behavior in art. The fewer reminders he needs, the more points he gets. His mother reads these sheets daily and discusses any matters in the notes section with him. This has created a strong home-school connection. He does well with preferential seating and responds to being given a lot of choice in his work. Once he is able to make personal choices within the scope of the larger project we are working on, he becomes very focused and involved with his work.
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krisTaft Posts: 5
12/10/2022
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I had a student who had hearing loss and wore an assistive hearing device in class. He often was reluctant to participate and share during Q&A. I worked with him and our specialist to find better ways to help him feel more comfortable in the art class so he could share. Some examples are: we moved his seat closer, I was given a microphone that worked with his device (that really helped), we did more small group quick shares or partner talk then have the table share an opinion on the artist. This helped him become more comfortable.
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krisTaft Posts: 5
12/10/2022
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Maureen Parinello wrote:
I currently have a kindergarten student with ASD and LI. He is able to complete projects well, but needs monitoring and frequent refocusing to complete tasks in sequence. He tends to get caught up in one part of a task where he will lose his focus at which time I need to verbally reiterate the instruction, a peer does so (we use Kagan structures), or I re-demonstrate the transition to the next step. I have examples visible for him, with steps.
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krisTaft Posts: 5
12/10/2022
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Maureen Parinello wrote:
I currently have a kindergarten student with ASD and LI. He is able to complete projects well, but needs monitoring and frequent refocusing to complete tasks in sequence. He tends to get caught up in one part of a task where he will lose his focus at which time I need to verbally reiterate the instruction, a peer does so (we use Kagan structures), or I re-demonstrate the transition to the next step. I have examples visible for him, with steps.
That is a great idea to use the Kagan strategies. Kris Taft
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