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Makenzie Oliver Posts: 7
6/20/2023
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The student I had in the past had Autism Spectrum Disorder, which affected their learning in various ways. They faced challenges with social interactions, communication, sensory sensitivities, and maintaining focus on tasks. They often struggled with transitions, had difficulty understanding abstract concepts, and exhibited repetitive behaviors.
Accommodations and Modifications:
Visual Supports: I used visual supports extensively to assist the student in understanding expectations and routines. Visual schedules, visual cues, and visual aids such as diagrams, charts, and graphs helped them comprehend and follow instructions more effectively.
Structured Environment: To support the student's need for predictability and structure, I maintained a structured and organized classroom environment. Consistent routines, clear expectations, and designated areas for different activities helped create a predictable and safe learning space.
Individualized Instruction: I provided individualized instruction tailored to the student's learning style and needs. This involved breaking down complex tasks into smaller, more manageable steps, using visual and hands-on materials, and providing additional support as necessary. I also offered opportunities for the student to engage in special interests to enhance motivation and facilitate learning.
Social Skills Training: As social interaction was a challenge for the student, I incorporated social skills training into their daily routine. This included explicit teaching of social cues, perspective-taking exercises, role-playing, and opportunities for cooperative group work with peers in a supportive environment.
Sensory Breaks: Given the student's sensory sensitivities, I incorporated sensory breaks into their schedule. These breaks allowed the student to self-regulate and engage in activities that provided sensory input, such as using a sensory bin, taking a walk, or listening to calming music. This helped them maintain focus and reduce anxiety.
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Makenzie Oliver Posts: 7
6/20/2023
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Choice-based Approach: The student was given a range of art mediums and materials to choose from, such as clay, collage, painting, or mixed media. This allowed them to select a medium that suited their interests and abilities.
Simplified Instructions: The instructions for the project were simplified and provided in a step-by-step format with visual aids or demonstrations. This ensured the student could understand and follow the directions independently.
Patricia Whitfill wrote:
My student has DMD (Duchenne Muscular Dystrophy) This form of this disability progresses at a faster rate than Muscular Dystrophy. In two years he has gone from being able to walk to being wheel chair bound and his hands are curling inward making it harder for him to hold a pencil, paint brush, etc... I have him sit at the end of the table close to where I am so that I can write his vocabulary etc.. in his journal. I also have him draw, paint, etc while taking lots of brakes to rest his hands. If I am busy with other students, he has a student of the day assigned to help him write. Because he gets extra time during the week (he is limited at PE, so he comes to the art room) I let him work on his project to stay caught up with his class. If he gets way behind, I will let him tell his assigned student how he wants something completed and they are then allowed to work on his project with him. If something we are doing is causing him distress due to the limited used of his hands, then I will work with him to find an alternative way to complete the project, or let him pick his own project that is close to what the rest of the class is doing.
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Amy Powell Posts: 3
7/19/2023
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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 Kindergarten student who is missing his arm just above the elbow. He had obviously received some type of occupational therapy as he was able to manipulate most art tools like paintbrushes, pencils, and even clay! He is amazing. However, he was unable to hold the paper down when drawing and especially when tearing or cutting. I sat him in the front near my desk and would use tape to secure the paper whenever he felt he needed it. He was so happy that we could do this, giving him more confidence.
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Amanda Karioth Thompson Posts: 3
7/26/2023
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I recall a student with emotional/behavioral disabilities who easily lost focus, had difficulty staying on task, and struggled with self-regulating their movements. This student was much more successful with choice-based art instruction where they had the opportunity to select their own materials and physically move among several different art technique stations. This approach allowed them, and all the other students, to take more ownership of their creative work and gave an opportunity to switch their focus from time to time which increased engagement and meaningful learning.
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Stephanie L Scheno Posts: 1
8/18/2023
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I teach three students who are completely blind. As an art teacher, this is a challenge I have never had before. I am constantly having to think about how to make my lessons accessible and meaningful for my visually impaired students. For example, we are currently working on a beach still life in fifth grade. How do I teach how to create a successful still life to someone who has never been able to see? I really have to think outside the box and play with 3D objects and textures to reach my students with no vision. I have gotten a drawing tool from our vision-impaired resource teacher that will allow my student to draw on a surface that becomes raised (like braille) when you drag a stylus across it. My students will be given actual bottles, shells, and sand to arrange to create their still life. They will then make their sketches on the special 3D drawing apparatus and paper gifted to me. They will have to use touch and texture alone to create their composition. Color will not be a part of their artwork nor will it be something they are graded on.
It is truly very challenging for me as a visual artist to put myself in the mindset of a visually impaired person while I am planning my lessons, but they deserve to learn and enjoy my class just as much as my peers. Even if I have to pour more time and resources into these students I will continue to do my best to find ways to include them and showcase their strengths in my room.
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Kathy Childress Posts: 1
8/30/2023
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I currently have a student that has some issues with processing information. I am using preferent seating so she is right next to me and I can try to assist with vocabulary or wording in art criticism. I would also like to use some information I just learned and add differentiated assignments and a peer partner. She deserves to be able to express herself in her own way, even if it differs from my other students.
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Amy Toman Posts: 3
9/5/2023
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I previously taught a student who was deaf/hard of hearing. This obviously impacted his ability to receive instruction from me and limited his participation in class discussions. I did wear a microphone connected to an FM system so that he could better hear me through his hearing aids and he also had a sign language interpreter assigned to work with him. I also made sure that he had preferential seating in the classroom so that he was better able to see demonstrations and had a visual cue for instructions.
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C. Harris Posts: 3
10/16/2023
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Fine Arts educators:
- 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 taught a student who showed signs of intellectual disability. This student had severe difficulty drawing and coloring the face. Drawing the human face requires the ability to understand proportional relationships. This student drew oversized or undersized facial parts. He drew the eyes very small and the ears very large. When it came time to color in the face, he colored over the entire face, covering the eyes, nose, mouth etc. He had difficulty coloring between the line of the shapes on the face.
To help this student I gave visual support, showing pictures of the face and the relationship between the parts. I also use peer support by using one of the students in class as a model. I pointed out the facial features and a comparison of the parts and the size relationship.
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Carol Harris
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Kerry Marquis Posts: 1
11/7/2023
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I taught an art class of students with downs syndrome for a couple of years. These students were all at different levels of ability, however, I found that I could focus on one skill in short, visual sessions and most could pick up the skill. What I did was create several learning centers each week. Students would spend about 10 minutes at 4 different centers. One student I remember very well was a little girl about 8 or 9 years old. Although I changed the centers every week, they each taught a skill that could be enhanced in another way the next week. None of the children could draw a person's face when we started and most were just scribbling at the beginning of the first year. One of the centers was drawing and I decided to focus on drawing a face. We started out with making circling movements in this center using crayons. I can't remember the process that I used now as it was about 13 years ago, but I do remember that we just made it fun and enjoyed ourselves each time and each time in that center I would advance them or change the medium a bit, but each time we would look at a face and add something. By the end of the first year with them, they could all draw a face with all of the features not matter what medium they used. And they loved coming to art. Can't remember the other centers much, but just that we did some building, some cutting, etc.
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Raechel Sundeck Posts: 3
11/13/2023
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I have a student with ASD. He requires one-on-one and hand-over-hand assistance most often. I use a "First, Next, Last" visual aid to show him the expected steps of the lesson for that day. Last year as a kindergartener he was good about staying in his seat while I taught the lesson and demonstrated art steps to his classmates. Afterwards I was able to give him the one-on-one assistance, using adaptive art tools to help develop his hand muscles and coordination. When he completed his visual board he was rewarded with a small sensory item until it was time to clean-up. Now as a first grader he has his own paraprofessional that remains with him for Specials. I provide her the same visual aid and adaptive art tools so she can help with his one-on-one and hand-over-hand while I can circulate around the classroom this year.
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Danielle Moody-Aguayo Posts: 3
1/8/2024
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I have a lovely fourth grade student with ASD. She is often wearing headphones to avoid over-stimulation from loud noises in the art classroom. She is incredibly talented in the visual arts; her attention to detail is phenomenal and unmatched by her classmates. While most of the time she is able to follow alongside her classmates, no hiccups or hurdles to jump, there has also been several difficult times. When the classroom becomes too noisy she has a difficult time focusing and will become violent toward herself. I have had to escort her to a quieter side of the room to work independently and away from her classmates, which I do not enjoy doing; for her wellbeing and the wellbeing of others, it is at times necessary. Her classmates are very kind and willing to quiet down when she is on the verge of a meltdown. I have had to implement special warnings to her classes, in particular, for the volume. When the class is at a normal volume level and everyone is working diligently, she truly thrives. The art room is her playground and her classmates are perpetually amazed by the work that comes from her hands and mind. It has been an honor to educate this student for the years I have had her and she has taught me patience, breathing technique, classroom management, and other skills to cope with other students with ASD.
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Kimberly Jokerst Posts: 2
1/14/2024
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I have a student who has a birth defect where he has tremors. To help him participate in the project I will prepare the materials for him so he can complete the project without getting frustrated by the prep work. I keep his seat close to me so I can be available to assist if needed along with a student who sits next to him.
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Emily O'Neill Posts: 3
1/22/2024
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One of my students has ASD and Language Impairment which impacts her learning. She struggles with communication, sensory sensitivities, and maintaining focus. She would come to class and immediately reach for objects to fidget with and wander around the room. She had tendencies of screaming and crying all throughout class. I would provide visual examples, set aside two pencils or paint brushes for her sensory needs, give her one-on-one instruction when possible, pair her with a class helper and give her calm down corner breaks. At first, she was more interested in exploring the art room and looking through the art books in my classroom. I would have to guide her step-by- step to create her artwork. For the first time this year, she completed a watercolor painting all on her own. She was very engaged and I even heard her name a few colors. It was very challenging for me at first to figure out new ways to help her be successful. Getting to know her interests and tools her homeroom teacher used helped out a lot.
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Brandi Snodgrass Posts: 6
2/18/2024
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I currently have a student with OI and VI. She has limited use of her hand movement and uses a machine in her classroom to help her see what the teacher is doing. She has an aid who comes with her that in my opinion hinders her more than helps her. I tried to see if we could get a second AT device for art or if she could bring it with her. It is kind of big. They only brought it twice last year because of this. I order a magnifier that clips onto the table with a light. Sometimes she gets use out of it. She is seated close to the front, but not close enough to really see. She tends to just stare at the table and you have to really get her attention to look up to the screen. I can['t currently move her any closer to the screen without making her feel separated from everyone. I am working on a a printed visual aid for her with text and some pictures so that when I am talking about certain things she can have a reference in front of her. She has a great personality and I hope to give her a better experience in art in the future.
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Brandi Snodgrass Posts: 6
2/18/2024
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I have only ever had one severe VI student my first year of teaching. I went to an arts conference and they had a VSA class. They suggested using model magic to create the picture. Kind of like instead of drawing with pencil, draw with clay. The clay formed the lines and edges of the objects. Then the student can fill in the space with the color that should go there. Scents are also a great way to create a color memory.
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Linda Griffin Posts: 2
4/14/2024
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I have a student Is in the Autism Spectrum. I have done some research on how to help him be successful. He can be very confrontational and aggressive if he does not feel his needs are being understood or heard. I have had a lot of success with him by offering him choices to the approach of his works completion. I believe he has some oppositional defiance so having choices gains him a sense of control and autonomy which he leans into. I find he transitions into work with a greater frequency and his desire for control is met through choices.
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Linda Griffin Posts: 2
4/17/2024
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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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LYLE SIMONEAUX Posts: 2
5/3/2024
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A set of first grade twins in one class had suffered a few challenges, including: developmentally delayed, attention deficit. They came to school that year with the benefit of a prescription that was kept in the school clinic. On one art project which involved decorating a cardboard box, the twins had difficulty focusing on the task for more than a few seconds it seemed. Modifying the project so that the work would move quickly with less difficulty was the strategy that worked.
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LYLE SIMONEAUX Posts: 2
5/4/2024
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A fourth grade student in my gifted class suffered numerous issues that hindered his success in all of his school experience. He was quite able to display his knowledge on many subjects verbally, but writing (by hand or by typing) was difficult and something he avoided. His other issues tended to distract his teachers from considering the writing challenge individually, but eventually he was diagnosed with dysgraphia, a neurological condition which impaired his ability to write. In this case a technological solution was available once the problem had been identified. This student received a device which was capable of creating text by processing his own voice dictation. This technological strategy took some of the pressure off of him and contributed to an improved learning opportunity.
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Julie Ortner Posts: 4
5/20/2024
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I had a third grade ESE student in my classroom who had a very low frustrational level. He struggled with communication and, as a result, following several steps of directions were difficult for him. He would sometimes be set off by other students' comments, which he frequently misinterpreted. There was another student he really looked up to and that student was assigned as a buddy. That student would kindly repeat directions as frequently as the ESE student needed and the ESE student viewed the buddy as someone helpful, not as someone correcting him. The ESE student was also given a small box of fidget tools and a sand timer to help him calm down when he was upset. Knowing he could excuse himself, calm down, and return to a helpful buddy significantly cut down on the outbursts he would have in class. The ESE student told me that he thought the toolbox really helped and even journaled about how much he liked his toolbox.
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