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Lindsay Nichols Posts: 3
6/5/2019
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One of my students that will be moving to 6th grade in the fall has Williams Syndrome (her primary exceptionalities are listed as Intellectual Disability and OHI). Along with her severe intellectual disability, her diagnoses causes her muscles to contract involuntarily and she has limited gross and fine motor skills. These contractions often cause her to rip paper and she cannot grip basic art tools. Because of this, I used a range of adaptive materials including foam sheets/shapes (for drawing on and collaging), glue sponges, foam grips, and adaptive scissors. I often use hand-over-hand methods with her and try to adapt my lessons to appeal to her interests (human faces, mostly). Because of her very limited attention span and communication, I work with her one on one and generally her assignment takes around 5 minutes to complete. We use a core board to communicate information about shapes and colors, as well as "first" and "then" tasks.
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Leslie Bridges Posts: 3
6/9/2019
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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 have the opportunity to teach k-5 art with both self- contained classes and inclusion classes with the help of para professionals. Several of my students have ASD, all very unique in their own learning styles, but with each unique style I have found that giving detailed directions in small chunks with sequential step by step visuals benefits each of my ASD students. Some need the small chunks and visuals in sequential steps to understand the process that they need to emulate to successfully create the end result of the project, while some just see the final visual of the end result and take their own direction and avenue to get the end result of the art project. Many of my ASD students are very independent and adamant about completing their art project on their own without the help from others, while others are comfortable with assistance. In my inclusion class, I have had an ASD student for 3 years now who is very independent in completing his own artwork, but this past year I put him at a table with some of the more advanced regular ed students and have observed amazing advances in his artistic talent as well as social development.
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Maureen Tucker Posts: 5
6/13/2019
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As a Middle School Counselor, I have limited opportunities to facilitate lessons in a classroom; however, I am responsible for providing Career Education. During my sessions, there are several students who have Other Health Impaired Disabilities (more specifically ADD). As a result, I have to prep my lesson to accommodate the needs of the ESE students during the activity. Often times, the accommodations end up being great teaching strategies for all students (Gen Ed and ESE); in the end, the lessons are more clear and yield the desired results.
For example, the students, who have barriers of remaining focused, are seated in close proximity to me so that I can gently touch their shoulders, walk near their computer, give non-verbal ques to stay on track or answer questions. Also, I make sure expectations are written on the whiteboard. We go through the directions step by step. When appropriate, I will ask a student to repeat the instructions to ensure understanding. To establish that there is continued understanding throughout the lesson, I have the activity projected on the screen to make sure the lesson is done with efficiency. I reserve a projector with the Media Specialist so that I can simultaneously go through the activity with students as they are engaged. This keeps students from feeling inadequate because we are all moving at the same pace. To add, many of the Career Inventories are very lengthy so I make sure that they have breaks for water or to stand. Usually, I will not attempt to complete the entire activity in one session due to the potential loss of interest.
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Romney Coleman Posts: 3
6/13/2019
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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 had a 3rd grade student last year that has a hearing impairment in 1 ear. I was not immediately informed of his disability, so 2 or 3 weeks into school I mentioned to the classroom teacher that he wasn't participating. He is a very well behaved student who has obvious delays. I learned the first week of school that he didn't know how to tie his shoes. I worked with him on that any time his shoe was untied. His parents knew and were working with him at home too! As for art class, I found out that he wasn't participating because he didn't hear the directions and he was too shy to ask me or a peer for help. Even after moving his seat to a place in the room where his hearing ear was facing the front of the room, he still struggled. I found that he needed one-on-one attention to get started. And extrinsic motivators to keep working. I think he just got used to falling into day dreaming when he couldn't hear what was going on, so he would often just sit there. This went on all year. If I have him again next year, I will continue to work with him to help him be successful in art class.
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Gerilyn McGorry Posts: 3
6/17/2019
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We have a classroom on campus with students that are identifies as Deaf/Hard of Hearing (DHH). It is a K-5 class. In order to have the students in the Least Restrictive Environment (LRE), they attend with peers in their grade level. Some students have hearing aids and do not need an interpreter. However, two of the students in that group are profoundly deaf with no hearing at all. One student was in kindergarten this last school year and did not know sign language at all. His parents did not speak English and did not know any sign language. The first few weeks were very difficult trying to communicate with him. His homeroom teacher was having the same issue. You could tell he wanted to learn so badly. He was attending with a third grade class because it was the only class the interpreter was attending. So, I have a five-year old boy who cannot communicate and is attending with students that are three years older than him and a curriculum that was far above his reach (or so I thought). This boy could not communicate with us, but he is a natural born artist. I model steps under the document camera at the front of my room and he was positioned right in front of the screen. He watched everything I did and copied the steps. I wrote simple directions with pictures of what the students were supposed to do (image of scissors to indicate cutting). By the end of the year, he was communicating through sign language with the adults in his group and was performing at an almost third grade level, Now I have to come up with some challenges for him for first grade.
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Cathy Hicks Posts: 3
6/19/2019
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My student has a speed processing disability and often times will not fully grasp the instructions for a project and feels lost. This has gone on for so long that he would pretend to understand and move on to the task and get so confused. Now, I use visuals on the board and make sure to have examples for him to follow on the table and allow him to ask a neighbor if he gets lost. With this set of implementations, he has been able to navigate more efficiently and effectively through projects with out much difficulty. He has also grown in his confidence as an art student.
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Renee Ereckson Posts: 3
6/19/2019
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I have a student with a specific learning disability that is a very talented artist, but is hindered in completion of tasks and assignments due to his inability to process and perform classroom assignments. Strategies I have implemented are visual examples, a peer tutor/buddy, directions on the board, verbal and visual cues, and pacing. Each strategy has played a role in helping my talented young artist to be very successful in class. The completed assignments he has been able to produce in class despite his learning disability have helped him to shine amongst his classmates and also in local art shows.
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Kim Daniel Posts: 3
6/19/2019
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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 that was in second grade. She was diagnosed with ADHD. During my class hands-on demonstrations I was able to give her visual and verbal cues to keep her on task and interested. Strategies that I implemented were to have a peer mentor near by to help with questions of the studio process of that particular lesson. I made sure to have written directions on the dry erase board. On the table were resources of directions / explanations of the visual art lesson. The pacing of her lesson would need redirection as I would share how much time we had left in class. With structure of the art classroom chaos she was able to be very successful in her art project completions and finished lessons. Several of her pieces were chosen for school galleries on campus and in our community art shows. We also were able to utilize our social media to display her current work online.
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Cathy Hicks Posts: 3
6/19/2019
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I had a student that was visually impaired in my art room. She had multiple eye surgeries before entering the classroom. She could not see anything far away or on the table. She would bring in an electronic device that was like a giant magnifying device and place it over things so she could see them. I would make sure to print out everything she needed to see to complete an assignment. She was very happy to do this and be able to participate in art projects effectively and efficiently. Because of her success, her independence and confidence grew in her work and others did not see her as different.
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Renee Ereckson Posts: 3
6/19/2019
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I have a specific way that technology has helped with a learning disability in my classroom. I have used the FM system to work with students who are hearing impaired. What I have found is that the FM system not only helps the students with hearing disabilities, it also helps students who have attention deficit. Additionally, it has helped with limiting distractions and noise.
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Kim Daniel Posts: 3
6/19/2019
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Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability
I had a student from 3rd through 5th grade. He was legally blind. I used these Vision Adaptations: Students with low vision – Contrast – Color (e.g., black text on yellow background), Brighter colors (fluorescent colors work well for some). – Light box (or Light Bright with Lexan) – Enlarged text or graphics • Copier • Magnifiers • CCTV • Computerized (backlight helps) with or without magnifier (located in control panel) He was successful and comfortable with these adaptations in the art room. He loved the Light Box!
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Renee Ereckson Posts: 3
6/19/2019
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Students use art to help explore, experiment and create in the world around them. A way that has helped me in assessing students with fine motor needs was the use of a slant board for positioning and adaptive scissors. The use of both items helped the student create and display their knowledge of material learned in the classroom and to effectively complete the assessment given.
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Cathy Hicks Posts: 3
6/19/2019
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I recently had a student with a hearing impairment. Before she was outfitted with her hearing devices and hearing apparatus I spent a long time discussing with other teachers on how to best instruct this student in the art room. I chose to wear an auditory amplification device that also worked with her new hearing apparatus. I also implemented a noise reducing activity that the other children adhered to in order to reduce the noise level in the classroom. There were other implementations I used, for instance, I gave her preferential seating and placed quiet children around her at the table as she could work more efficiently and effectively under those circumstances,
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Kim Daniel Posts: 3
6/19/2019
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Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
Having taught a child diagnosed with autism, I realized that overhead lights can cause excess glare and children on the autism spectrum are sometimes sensitive to fluorescent lights as well. Cozy Shades. They are quick and easy to apply to light panels and may help to diffuse harshness and glare. (P.S. Changing paper choices from glossy white to matte and neutral colors may help too!) What is a Cozy Shade? Cozy Shades filter out annoying hues in classrooms or cafeterias, softening the light for a cozier space. Designed for standard fluorescent fixtures used in schools. Includes set of 4 flame-retardant 54 x 24 inch (137.2 x 61cm) panels. Six magnets allow for single or double swags on each fixture. Search Cozy Shades for more colors. Also, for the use of clay in my classroom with the Autistic child I use adaptive tools instead of hands. Creating parts and directing others to put together with a peer buddy.
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Charles Beamer Posts: 3
6/24/2019
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As we look to increase our Fine Arts offerings, I have encouraged our Fine Arts team that as they create new courses, they should look at our entire population according to the law and not just those students "they" have identified as being artistic, especially those with social and behavioral disabilities. Each classroom should include various means of delivery that will allow students to show their developmental growth and potential within their classroom setting. The area of Fine Arts is an expressive discipline and as such, each course we offer and any new course we offer in the future should be adaptive to all students.
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Charles Beamer Posts: 3
6/24/2019
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One way FA teachers can use explicit instruction is by creating individualized lessons based on the student's needs. Intensively, the FA teacher may look at the student's product based on a timeline and accommodate additional time and support such as a peer student artist to help with more specialized instruction.
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Charles Beamer Posts: 3
6/24/2019
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I assist my teachers by providing them profession development opportunities such as going to national conferences and visiting other schools to see what other teachers are implementing in t heir classroom environment.
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Kathy Schmidt Posts: 3
6/29/2019
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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 see a self-contained class of EBD students. Their disability affects their learning because they find it difficult to work together, share supplies, or compromise. They are reactionary and immediately throw chairs, objects, etc. at their classmates when angered or upset. One way I successfully accommodated instruction is to give each student their own small supply of crayons, rather than have them share. Another way is to limit choices. All choices, such as paper color, has to be available for all students. One time, when blue paper was no longer available because other students chose it, one student got upset and trashed my classroom.
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Jennifer Devin Posts: 2
7/8/2019
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I had a visually Impaired student in my 2nd grade art class. Other than the obvious, moving her closer to the board, I also provided handouts for her to see how to draw the objects which I laid on her table. I made sure to include her in discussions and I also gave her a hand held magnifying glass. The other students thought it was the coolest thing and wanted to try it as well. This seemed to make the visually impaired student more excited about the project and helped other students encourage her.
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Jennifer Devin Posts: 2
7/8/2019
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I would like to use the mediated scaffolding in my teaching with students with disabilities. I think the idea of modeling, stepping back, offering support and encouraging would help my students in my art classroom. I feel as if I model but don't always step back and asses if they are grasping procedures. It tends to get busy in the classroom and sometimes step away and don't continue to monitor that student. I would also like to use exit cards to see what students have gained in knowledge and skills in the class. I think this would be helpful... I just need to leave some time at the end of the class.
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