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Susan Hill Posts: 3
1/23/2019
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I have a second grade student with severe emotional and behavior issues. He is very easily distracted, at times violent and unsafe with the other students. He was recently classified as an ESE student. He now has a one on one para educator with him at all times. I have given him leadership roles in the classroom, such as passing out materials and collecting art work. He enjoys the attention and it is positive attention. I have given him much praise when he is successful in completing some of the assignment. I break down steps of project to him on a 1 on 1 basis. If he becomes unsafe, I ask the para educator to take him for a walk to get a drink, to diffuse the situation.When he is finished with his artwork, I have an alternative assignment with alternative materials, such as modeling clay ready for him to manipulate and create. I am in contact with the parent to let her know what kind of day he had in my classroom, as she is concerned about his success and challenges.
edited by Susan Hill on 1/23/2019
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Jodi Wells Posts: 5
1/25/2019
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In the past I had a student in Kindergarten who struggled to stay focused and was quickly falling behind. I quickly shared what I was observing to our student services and we began doing some different testing and began to try to see where specifically we could help him. Among the other challenges, this student scored very low on the vision test and needed immediate attention and glasses to help. Unfortunately, his guardian was not cooperative and did not respond to the request for his visual needs. After working through Child Services we were finally able to get him glasses that helped his vision a great deal. However, there were still things I was able to do to support him. I was able to move his seat to the front of the room and regularly check with him if he was comfortable with the material we were using. I was able to verbally explain things that were more difficult for him to see as well as take verbal answers from him when he wasn't able to participate using his vision only. This student gained confidence and was better able to participate in class with glasses and these simple accommodations.
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Jodi Wells Posts: 5
1/25/2019
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In the past I had a student in Kindergarten who struggled to stay focused and was quickly falling behind. I quickly shared what I was observing to our student services and we began doing some different testing and began to try to see where specifically we could help him. Among the other challenges, this student scored very low on the vision test and needed immediate attention and glasses to help. Unfortunately, his guardian was not cooperative and did not respond to the request for his visual needs. After working through Child Services we were finally able to get him glasses that helped his vision a great deal. However, there were still things I was able to do to support him. I was able to move his seat to the front of the room and regularly check with him if he was comfortable with the material we were using. I was able to verbally explain things that were more difficult for him to see as well as take verbal answers from him when he wasn't able to participate using his vision only. This student gained confidence and was better able to participate in class with glasses and these simple accommodations.
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Jodi Wells Posts: 5
1/25/2019
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In the past I had a student in Kindergarten who struggled to stay focused and was quickly falling behind. I quickly shared what I was observing to our student services and we began doing some different testing and began to try to see where specifically we could help him. Among the other challenges, this student scored very low on the vision test and needed immediate attention and glasses to help. Unfortunately, his guardian was not cooperative and did not respond to the request for his visual needs. After working through Child Services we were finally able to get him glasses that helped his vision a great deal. However, there were still things I was able to do to support him. I was able to move his seat to the front of the room and regularly check with him if he was comfortable with the material we were using. I was able to verbally explain things that were more difficult for him to see as well as take verbal answers from him when he wasn't able to participate using his vision only. This student gained confidence and was better able to participate in class with glasses and these simple accommodations.
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Jordan Wolf Posts: 3
1/28/2019
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At my previous school I had a student with cerebral palsy. Her disability impacted her speech, mobility, and fine motor skills. She loved art and was very imaginative and obviously got so much joy out of creating, but she only had full use of one arm, and with her good hand she struggled to grip and manipulate art supplies and tools. She often struggled to keep her paper from moving all over the table as she drew or painted, so I started securing her paper to the table with painter's tape. We used model magic wrapped around a paintbrush to create a custom-made grip. If she needed to use a ruler to draw straight lines, I would hold the ruler still for her. I always encouraged her to do as much as possible on her own and only intervened when absolutely necessary. At first she was very dependent on her aide, but over time her confidence and skills developed. She became quite capable of creating independently with just a few adaptations and modifications.
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Ana Valdes Posts: 2
1/29/2019
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I have a 4th grade student who is part of our Autistic individual classrooms. Since second grade, I knew he had an ear for music and he can sit on the piano and play songs he has heard before by ear. I ask him to participate in our regular classroom activities, but he has trouble focusing or participating with group activities. I will let him sit and play the piano as long as he is not disrupting the classroom activity that day. I encourage him to p;lay songs and ocassionally I will sit with him and guide him to certain melodies. Now, he participates more often, knowing that we always have piano time at the end of class.
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Laura Reynolds Posts: 4
2/8/2019
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I have a student that is visually impaired due to a non-surgical brain tumor. She loves art and is extremely talented with her own style and methods. During instruction time she will listen but is unable to see what I am presenting to the other students. When whole group instruction concludes I will bring her to my computer or to a front table with visuals and we will "look Closer". We spend time using art vocabulary to describe what we see and she fills in what she doesn't see with descriptions that we come up with together. She enjoys all media but I often will help her with tools and supplies. Occasionally she has an aid that accompanies her and they are always surprised at how much she loves art and manages in the art room. She has a seat that is just for her so that we can avoid obstacles when she takes care of her own supplies. These procedures were arranged in the beginning of the year and have worked out beautifully for everyone.
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Tracy S Hodges Posts: 3
2/12/2019
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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.
We have many students with varying abilities. One student in particular has an Orthopedic disability which made it very difficult to draw, write or even hold tools at times. Often I would prep his supplies or paper for him so that he could still feel he participated in Art. I gave him other tasks to do and made sure I verbally assessed him since his physical art wasn't representative of his abilities. With time and practice, his skills got better and better, but I still modify my assessment of his work.
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Lisa Farrell Posts: 2
2/12/2019
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I have a student with an Emotional/Behavioral Disability and a Specific Learning Disability. This is my third year with him. The first year was trying out many strategies of how to make him feel comfortable and confident enough to want to participate. His disabilities affected his learning by forcing him to become so overwhelmed and upset that he could not function and would either cry or destroy whatever project he was working on. I learned to talk to him before he entered the classroom and get a sense for how his day was going. If he was having a hard day, I would use gestures to indicate that he could go to the back of the classroom to work on his project or he could stay at his seat; the choice was up to him. He did not like for me to talk to him in front of his classmates, so gesturing worked and still works. The first year, he sat in the back of the classroom most of the time. This year, he has stayed at his seat and participated in all projects. There are times that I see him crying while working on a project, but he has successfully pushed himself through all of them. I am always in close proximity and I always chunk projects into smaller bites for him.
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Carrie Johnson Posts: 3
2/14/2019
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I have several students who have been identified as specific learning disabled. I have found that this disability affects students differently. Some may have difficulty listening to oral directions. Some may get lost along the way with the steps of the project. Some may need reminders of how to use tools and supplies. By taking the time to get to know my students and understanding the accommodations on their IEP, I can tailor my lesson to their needs. I may include a copy of the directions, steps of the project, picture reminders, or sit the student next to a student mentor to help them find success in the art room.
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Carolyn Peery Posts: 3
2/21/2019
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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.
Years ago I had a student who was visually impaired and over the years in his elementary career his vision got declined and got worse. This never stopped his love of art and he told me he wanted to be an artist when he grew up.
Around 4th grade was when we had to modify all his art lessons to help his visual disability.
He was learning how to use a braille machine to type his writing. I thought that was a great opportunity to create a new type of art with the class. Our lesson was to write and tell about yourself using I am Statements in a visual self-portrait way.
My student and I decided to have him use his braille typewriter and write the words so they would add texture. He could read it to the class and share it with his peers. Also to add color we painted on watercolor over the braille writing. His artwork was so unique and amazing he was featured in an art show for the district.
He helped me learn about unique ways to incorporate his visual impairment and make it a new creative art form.
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Martha Leander Posts: 3
2/22/2019
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This year I had a student who is visually impaired in my piano/guitar class. He loves music, and has a good ear for it. He was not able to read the hand-outs, or music books I use with the class. He was so motivated to play, and I didn't want him frustrated because he couldn't see the notes like the other students. I got one copy enlarged, so he could see them. I also put music on a flash drive that he could listen to, and discuss the chord structure (which we were learning) He had a magnifying glass, to see the keys better on the piano. For the guitar, I again enlarged the chord sheet, and gave him the extra time he needed to get his hands in the correct position. He started playing by ear, and improvising (where vision was not as essential, but his music was great!) He really enjoyed the class, and I feel like he was able to reach his potential regardless of impaired vision.
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Sarah Larson Posts: 3
2/24/2019
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I have one absolutely precious autistic 4th grade student I've watched over the years grow and progress academically. He can tell you EVERYTHING there is to know about dinosaurs. I remember when he was in 1st grade, how difficult it was to keep him engaged unless if you related the project to dinosaurs. Sometimes he can get easily distracted when working on an art project. However, I have him sit close to the front with fellow peers who I know will encourage him and motivate him to stay on track. There are days where all he wants to do is share information on dinosaurs, and I'll remind him that I would love to hear about that information once he has accomplished his work. I'll give him cues to let him know the appropriate time to talk and listen, but also when to focus and pay attention. And when I see how much a child enjoys a certain topic, I like to find ways to include that topic within the lessons that I teach to keep them engaged. For example, I taught my students about Canada last month. And one cool, fun fact about Canada is that some of the oldest dinosaur fossils have been found there. My 4th grade student who I just mentioned was quite ready to take a trip to Canada after I mentioned that fun fact.
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Kailee Trippett Posts: 5
3/1/2019
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A student in my class was labeled ADHD and is absolutely precious! Along with other various motivators, she is placed near my desk at the front of the room so I can easily visually evaluate her engagement with lessons. No matter where she sits, I often bring her back on task from playing in her desk or even just fiddling with her hands, eyes not on the instructor. I began to notice that many other students at different points of the lesson would quickly see what she was doing at her desk, try and lean to catch a glimpse of what she was playing with, ect. Later, I would note that the kids I saw watching her at different points of the lesson, missed certain points of the topic. And true to my observations, most of the kids who would watch her would miss a question based on the tidbit of information they missed while trying to see what she was doing. I started using objects and attention prompts during my lessons, and often started with her so she could be the first to gain interest in the object/topic, then I pushed questioning and interaction later in 1:1 time with her.
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Kailee Trippett Posts: 5
3/1/2019
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Sarah Larson wrote:
I have one absolutely precious autistic 4th grade student I've watched over the years grow and progress academically. He can tell you EVERYTHING there is to know about dinosaurs. I remember when he was in 1st grade, how difficult it was to keep him engaged unless if you related the project to dinosaurs. Sometimes he can get easily distracted when working on an art project. However, I have him sit close to the front with fellow peers who I know will encourage him and motivate him to stay on track. There are days where all he wants to do is share information on dinosaurs, and I'll remind him that I would love to hear about that information once he has accomplished his work. I'll give him cues to let him know the appropriate time to talk and listen, but also when to focus and pay attention. And when I see how much a child enjoys a certain topic, I like to find ways to include that topic within the lessons that I teach to keep them engaged. For example, I taught my students about Canada last month. And one cool, fun fact about Canada is that some of the oldest dinosaur fossils have been found there. My 4th grade student who I just mentioned was quite ready to take a trip to Canada after I mentioned that fun fact.
What a great story! I love how you incorporate your personal experiences into the lesson!
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Kailee Trippett Posts: 5
3/1/2019
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Christine Jamrok wrote:
- 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 currently have a fourth grade student with ASD. He is largely non-verbal, but will have occasional loud outbursts. Keeping his level of engagement high is a challenge, so I spoke with his instructional aide about ways to keep him engaged. He absolutely loves Sesame Street, so I have taken the opportunity to infuse my lessons with his favorite characters. For example, if we are using blue paint, I will refer to it as "Cookie Monster Blue".
I have also used some adaptive technology to help with his ability to use art tools appropriately. He loves to use technology like iPads and the computer, so wherever possible, I will allow him to use these tools instead of traditional art media (so long as it still meets the standards of the lesson we are addressing).
Great ideas!
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Jennifer Ingemansson Posts: 3
3/11/2019
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I presently have a student who I think might have an Intellectual Disability. Little to no communication has made it to the Specialist teachers so we are just guessing. The student is very distracted by my computer desktop and the windows. The student will moan and rock when there are loud noises so assemblies have been a bit challenging for this student. The student cannot follow simple directions or work independently. I have not been given any advice nor tips on what works best for this student and his conditions. What has been implemented is a full time assistant to accompany the student and help him throughout the day. The assistant is giving him the "One on one" attention he really needs and has helped so much that he can stay with his class and enjoy everything the rest of the students do.
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ELIZABETH DASILVA Posts: 8
3/17/2019
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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.
In the past, I had a student in the art program who was Visually Impaired. She was blind from birth.I had the pleasure of teaching this intelligent and creative child for two years before her family moved to another state.
This child was very independent. I taught her to count the steps from the art room door to her assigned table and to the sink and bathroom. On the back of her chair I glued a small piece of textured material so she could feel her chair.She was able to move around the art room because we walked and counted the steps etc. She had made a visual map in her head. When we studied about different kinds of lines, I gave her a variety of materials to create curved and zigzag lines. For example, I would tell her and then show her, she would feel with her fingers the samples I created and then make the curved or zigzag lines with a variety of materials.( pipe cleaners, wax sticks, pompoms, paper etc). I would set up her area on the table. I would place her materials and tools like the hours of the clock. For example at 12 o'clock - top of paper and 6 o'clock - bottom and 3 o'clock - right side and 9 o'clock left side. So she knew on the right side was her glue or scissors and drawing tools on her left side.This way she could create independently. I taught her to make lines by feeling dried glue lines and she would use crayon or pencil to trace dried glue lines. I used the wax sticks to create lines for her to follow when she was learning how to glue with tap n glue cap bottle.She used scissors to cut paper, she followed glue lines and would cut next to the lines. She created the same projects the other students were doing but only with different materials. She was learning how to use a Braille typewriter in her classroom and would type out a title paper for her art project and bring in for me to show her how to use tape. She was very motivated and independent. Her disability did not stop her from learning. I learned a lot from student, it was like we were teaching each other.
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ELIZABETH DASILVA Posts: 8
3/17/2019
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Carolyn Peery 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.
Years ago I had a student who was visually impaired and over the years in his elementary career his vision got declined and got worse. This never stopped his love of art and he told me he wanted to be an artist when he grew up.
Around 4th grade was when we had to modify all his art lessons to help his visual disability.
He was learning how to use a braille machine to type his writing. I thought that was a great opportunity to create a new type of art with the class. Our lesson was to write and tell about yourself using I am Statements in a visual self-portrait way.
My student and I decided to have him use his braille typewriter and write the words so they would add texture. He could read it to the class and share it with his peers. Also to add color we painted on watercolor over the braille writing. His artwork was so unique and amazing he was featured in an art show for the district.
He helped me learn about unique ways to incorporate his visual impairment and make it a new creative art form.
Wow! That was very kind of you to give your student the opportunity to be creative with his braille writings. I also had a visually impaired child and I learned so much from her. Thank you for supporting the creativity of your student.
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ELIZABETH DASILVA Posts: 8
3/17/2019
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ELIZABETH DASILVA wrote:
Sarah Larson wrote:
I have one absolutely precious autistic 4th grade student I've watched over the years grow and progress academically. He can tell you EVERYTHING there is to know about dinosaurs. I remember when he was in 1st grade, how difficult it was to keep him engaged unless if you related the project to dinosaurs. Sometimes he can get easily distracted when working on an art project. However, I have him sit close to the front with fellow peers who I know will encourage him and motivate him to stay on track. There are days where all he wants to do is share information on dinosaurs, and I'll remind him that I would love to hear about that information once he has accomplished his work. I'll give him cues to let him know the appropriate time to talk and listen, but also when to focus and pay attention. And when I see how much a child enjoys a certain topic, I like to find ways to include that topic within the lessons that I teach to keep them engaged. For example, I taught my students about Canada last month. And one cool, fun fact about Canada is that some of the oldest dinosaur fossils have been found there. My 4th grade student who I just mentioned was quite ready to take a trip to Canada after I mentioned that fun fact.
That was great that you included dinosaur information in you lesson about Canada. I am sure your student was very interested in that lesson. Now he will be able to participate and share his knowledge about dinosaurs with the class.
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