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Cathy Gardner Posts: 3
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.
I had a student with a brain injury due to a heart attack. The student was in a wheel chair and came with an aide for assistance. At The time, this student was in 5th grade. Although this child was delightful, they were at an infant level of cognition, non verbal, and needed constant assistance.. Accommodations included modified tools in the form of adding a soft clay to writing and painting instruments. This way, the student could use either hand or grip to make a mark on the paper. This particular student enjoyed painting, so I would make sure to include washable paint in several art projects as much as possible. The other students really enjoyed helping, so much so, that we had to rotate who got to sit by the student!
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Rosanna Schofield Posts: 3
3/24/2019
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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 who has a behavioral disability that at times adversely affects his performance in the classroom. He is ADD and by the time this student reaches my class the medication is working at a minimum. In the morning this student is moving about in a calm manner and he appears to receive and process information well; however, after lunch he has more energy. I work at a school where the days are extended, and the schools daily dismissal time is at 4:45PM. Seeing this student at the end of an extended day affects his ability to stay focus; however, in my class, I have centers for the students to rotate/ travel to. I can say that because of the centers this student is managing to complete his assignments and his learning is affected at a minimum. When it is time to switch to another center, he is ready to move.
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Jean Posts: 3
3/25/2019
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When my ASD students come, I usually have them work with clay. They respond much better to the tactile stimulation it provides rather than just coloring on paper.
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vickie brunk Posts: 2
3/28/2019
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I have students with physical disabilities from an AAC class.
They have a hard time just even holding on to the art supplies we use. So i have started inquiring about adaptive scissors etc. for in my art room.
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Andrea Kelly Posts: 3
4/3/2019
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There is a student in first grade who due to an accident, may have a mild to moderate traumatic brain injury that also caused some visual impairment (this hasn't "officially" been communicated to me). I think this may be the reason that his work is not up to par with the rest of his classmates as far as accuracy, clarity or craftsmanship. This, in my opinion is offset by his enthusiasm in expressing his art ideas or when he is creating his work, whether it's drawing, painting, 3D art and learning about art. He doesn't hesitate to ask for help when he needs clarification of instruction. When we have projects that require cutting, he asks for the large scissors because he is able to hold them better. Giving more time to work on projects, providing visuals and hands on demonstrations are ways that I respond to the needs of students.
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Danielle Moody Posts: 2
4/11/2019
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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 an E/BD student in 2nd grade that is unable to build satisfactory interpersonal relationships with his peers and has extreme mood swings ranging from unhappiness/defeat to guilt/fear to excitement/happiness. He experiences each of these moods (at least once each) throughout our 50 minute art lesson and the hardest struggle is having the other students understand his internal struggles. He is very sweet and hardworking, but when he experiences defeat/fear/guilt he will lash out on other students and "fight or flight" takes control of his mind. I spend most of the "short breaks" we take throughout our creative process to check on him. I evaluate his current mood/emotion and attempt to predict what may become an issue in the upcoming steps of the art project. This student has preferential seating options and is allowed to make the decision to remove himself to work independently if necessary for focus or emotional reasons. At times, on his good days, he is one of the best students in the class: working hard, cooperating with others, staying positive and "turning mistakes into masterpieces." The most important thing for him is to stay positive and not letting difficult tasks discourage or upset him.
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Jean Posts: 3
4/12/2019
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A few students in my ASD classes had a really tough time sitting still for any length of time. They were always running around the room. I was able to obtain a gamer rocking chair, wobble stools and wobble cushions and the extra movement/stimulation allows them to focus on doing the activity. Even the aids and teachers noted how much it helped their focus and hope to get some for their own classroom as well 
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Patti Wheeler Posts: 4
4/20/2019
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I have a couple of hearing impaired students in my elementary art classes. The older student is a good lip reader & the younger one is not. I've obtained a portable wireless headset with microphone & a clip-on hip speaker which works great. All my students sit in assigned seats & I've put these students at a table in front of the room near the board which makes it even easier for them to focus & hear my directions. Win/win for them!
I can turn the speaker off quickly & easily to check with them privately if they hear me well or with any other students privately too. All is well with this portable mic/speaker set up & it's great to use for any classes & saves my voice over the day also. I have some conductive hearing loss in one ear, so can identify with a hearing disability to some extent. Before the portable mic/ speaker was obtained, it was a hit & miss situation for directions (especially for the non-lip reader).
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Patti Wheeler Posts: 4
4/23/2019
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Patti Wheeler wrote:
I have a couple of hearing impaired students in my elementary art classes. The older student is a good lip reader & the younger one is not. I've obtained a portable wireless headset with microphone & a clip-on hip speaker which works great. All my students sit in assigned seats & I've put these students at a table in front of the room near the board which makes it even easier for them to focus & hear my directions. Win/win for them!
I can turn the speaker off quickly & easily to check with them privately if they hear me well or with any other students privately too. All is well with this portable mic/speaker set up & it's great to use for any classes & saves my voice over the day also. I have some conductive hearing loss in one ear, so can identify with a hearing disability to some extent. Before the portable mic/ speaker was obtained, it was a hit & miss situation for directions (especially for the non-lip reader).
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Vanessa Caudill Posts: 3
4/26/2019
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One of my 4th grade students with ADHD has trouble beginning, focusing, and completing his assignments. As per his homeroom teacher's recommendation, I have begun to chunk his instructions into smaller tasks. I will write his steps on post-its, one step per page. Then when he is done with one step he can throw the top post-it away and focus on the next step. If I don't have time to make the post-its, I will give him verbal instructions one on one after I have demoed for the whole class. For example, when working on portraits, I might tell him, today you are going to focus on drawing the eyes and all the details around the eyes. When he finished this, I might tell him, okay now you are ready to move onto drawing the nose. This has really helped him focus on his work without getting overwhelmed by all the steps or everything happening around him.
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Danielle Fitzsimmons Posts: 3
4/30/2019
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One of the students in my kindergarten class has an emotional/behavioral disability which prevents her from completing any assignments and there are severe focus issues. I give this students small task to complete and she highlights the tasks as they are completed so there is a sense of accomplishment.
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Claire Natoli Posts: 3
5/6/2019
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I have a student with cerebral palsy in my 7th grade class. With him, he has difficulty holding a drawing instrument for an extended period of time before he gets tired and frustrated. Painting is an easier task for him with little frustration because he does not have to apply so much pressure as in a pencil or sharpie marker. He puts forth maximum effort and does a wonderful job at completing the assignments.
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LaShaun Tribble Posts: 6
5/7/2019
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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.
I have a student with ADHD in third grade this year, because he repeated third grade this year. He has behavioral issues that prevent him from focusing on classwork. This also means that he will have seriously delinquent behavior...kicking other students...to providing students with candy the next day. I have to be certain to give more of my attention in accommodating the setting of my classroom using 2 separate assigned seating charts for his class. I also have to utilize the UDL Principle #2: Guideline 5 Provide options for expression and communication as well as modifying behavioral procedures for my class. It helps with the concept of student-led learning and learning accountability. For example...He is the ensemble leader for drumming sessions, and he calls "tiger paw 5" to gather the attention of the other students when it is time to go to the next music center area.
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Linda Nieto Posts: 3
5/11/2019
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A few years ago I had a student in my 2nd grade classroom who suffered a traumatic eye injury. When he returned to our classroom his struggles were multiple. Not only was his vision impaired by his self-awareness was magnified, both of which impacted his self confidence and ultimately his ability to learn. Over the remainder of the school year (his injury occurred in October) I worked together with his parents, our school counselor and his classmates to successfully overcome his challenges. By implementing proximity, pairing him with a peer and for a period of time, verbally reading instructions, he successfully completed 2nd grade. Thankfully, he also regained some sight in his injured eye!
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Madison Obear Posts: 3
5/14/2019
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I have several students with ASD who come to art. Some come with paraprofessionals some do not. I notice that several of them have a hard time staying focused when I am introducing and demonstrating a project. Sometimes when they go to their seats to start their project they are unable to recall all of the directions/steps. Repeating the directions in smaller chunks helps them to complete each necessary step. Having visual examples and the directions on the board serve as a reminder of what's to come next as well as what the finished product will look like, or similar to. Also, having students sit with table groups helps because they have friends near them that they can ask questions to if needed.
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Palma Gilder Posts: 4
5/15/2019
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Some of my favorite students that I teach are the EBD students. I know that some of them are easily distracted and prone to get angry quickly, so I try to keep a calm classroom. I am very adaptable and when I see a student getting close to a meltdown, I try to provide additional assistance by allowing them to do the project in a different way, providing them with alternative materials or allowing them to restart if necessary. I do have one student who at the same time wants help but wants to do the project by himself, so I have to be careful when I help him, so that I give him and myself a feeling of success.
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Gabriel Loo Posts: 3
5/18/2019
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One of my 2nd-grade students has multiple handicaps; I collaborate with her unique paraprofessional on differentiated learning accommodations and modifications to meet the students’ specific needs. Once a month I meet with her classroom teacher to update her on art room assignments. The emphasis on Project Based Learning (PBL) is crucial for student development and cognitive awareness. The creative flow and process building is the objective while providing the student with extra support with visual aids, posters, and short burst infusion.
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Gretchen Hale Posts: 3
6/3/2019
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I have a student with dysgraphia who completes nearly all of his work on an iPad. In my art class, students were completing a directed drawing exercise. Do that this student could participate, I created a template for him with some basic guidelines drawn lightly in pencil. I also let him select a pencil grip to use in my class. The template was successful, and I think he even amazed himself at how well he completed the drawing.
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Shannon Greene Posts: 4
6/3/2019
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I have had a student with autism since Kindergarten and he is now in 3rd grade. After 4 years, I have learned his tendencies and what stimulates him in the music room. He has always been timid and shy, but when he comes to Music he smiles and moves about my room more freely than his own. During stimulating activities, I provide him with noise cancelling headphones which still allows him to hear steady beats and rhythms and allows him to still participate with getting over stimulated. I also provide him with a special chair in the classroom farther away from the sound system that he calls his music chair. I have found he loves the microphone feature on my sound system and loves to sing into it so he can hear his voice magnified. By allowing him to decide when to wear the headphones and when he wants to sit in his music chair, he is much more successful in music.
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KRYSTLE SABDUL Posts: 1
6/5/2019
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My art classes run by very quickly! 30 minutes is all I have per class. I have multiple students on the autistic spectrum who are extremely capable and love making art. I seat these students with peers who are able to reiterate directions more slowly and who serve a a guide to help my students with autism. I allow my students choose where they sit and also they are allowed to get up and move around. I use activities that they love as incentives for them completing grade level projects. Some incentives may include playing with sand or clay, creating on whiteboards or even listening to music on an Ipad.
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