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Lisa M Truisi Posts: 1
7/16/2019
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One of my kindergarten students from last year has issues with emotions and behaviors (behavioral/emotional disability). He often had a difficult time transitioning into the classroom, listening, raising his hand instead of shouting out an answer or asking random question, sitting still, staying focused, working with others and following directions. He often touched the art supplies before instructed to, would touch other's artwork, and/or used the materials in unsafe ways. This effected his learning because he often did not understand the lesson and/or he was unable to show that he understood the concepts taught through his artwork. In order to help him be more successful I often set him near me and often times he would sit away from others in order to stay more focused. I would ask him to help with demonstrations and I gave him constant positive reinforcement. I would ask him to repeat the directions so I knew he understood them. I did once have to take the supplies away from him for a few minutes as it became a safety issue (scissors). Reminding him of what was expected at the beginning of class was also helpful.
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Lewis Striggles Posts: 3
7/24/2019
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A student in my past class with Attention Deficit Disorder learning was affected in many ways. This particular student was not able to focus on several learning tasks, extremely continuously, disruptive to other student during their learning process in class. The student was unable to participate in center activities cooperatively. Technology was a tremendous support for this student, particularly because they watched an abundant amount of television away from the school learning environment. However, when the student was uninterested in technology anymore, they would feverishly distract, other students working on laptop computers as well other learning stations. I feel as a class we all learned the true meaning of patience, along with tier 2 and tier 3 interventions put in place to help them become a star student and have success in the classroom. 11:11
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Mildred Delcarmen Posts: 1
7/28/2019
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Several years ago I had a 2nd grade student in my art class with a severe OI. This OI impacted the students physical, and speech abilities. He was in a wheelchair and had limited movement of his body. He was not able to stand up on his own. Holding his head up for long periods of time was difficult. He had a paraprofessional who helped him move around (with his wheelchair) and translating for me what he was saying. His speech was difficult to understand. He could not grasp art tools and needed help.
At first the paraprofessional would ask him what colors to use, but she would technically create the artwork. I ordered adaptive scissor that he could press down on and she would just hold the paper for him. He was cutting paper "on his own"! I created morve adaptive tools using velcro to help him hold a paintbrush or other drawing/painting tools. By moving his hand and arm he was able to create marks on his paper. His paper was also taped to the table so that it would not move around while he was working. We would used stencils and had him stamp with a stamp brush and the velcro to create his art work.
Demonstrations are commonly used in art to teach all students so that they can see the process of creation before they begin their artwork. So demonstration with visuals is another strategy that was used. Despite this student's impairments, he was able to create his own abstract pieces of art. This created of sense of accomplishment for him which raised his self-esteem.
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Krystal Applebaum Posts: 3
7/31/2019
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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 in my 1st grade class who was diagnosed with EBD. He was a very sweet little boy, but if he didn't get what he wanted (from teacher or classmates) when he wanted it he would start whining and not long after that just lose it completely. There were days where he worked so well with his classmates, and the other times where it was like anything any of the kids said to him would just set him off. He would run around the room screaming, get into other students faces saying inappropriate things, sometimes even throwing down chairs, etc. If this would happen it was very difficult to get him to calm down, once he got to that point there was no going back for him. His disability was causing him to lose so much time doing something that he actually really loved, which is making art. It was very frustrating at first, but eventually when I knew I would have him come to my room I would quietly talk to him about how I set up a special art desk for him in a quiet spot, so that if he wasn't up for working in a group setting or if he started feeling overwhelmed he could move over to the desk and work alone. He felt so special and sometimes he would go there for a little, some days he would come in and just go right to the desk. Towards the end of the year though, I noticed that he hardly ever sat there, and instead was able to sit with a group and manage his emotions. I think that giving him the choice rather than forcing it helped because it made gave him control and made him more aware of how he was feeling and accountable for choosing a setting that was appropriate for him.
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Mary L West Posts: 3
8/14/2019
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I had a student was diagnosed with duel impairment. She was nearly blind and deaf. She came to my class with a Sign Language interpreter. The student was eager to make art , but on her terms. Sometimes, I would provide alternative materials for her to use because she was sensitive to certain textures. Over all she found painting to be her favorite medium. The movement across the paper with a paint brush was stimulating for her. Her mother informed me at an IEP meeting that her daughter asked for paints to be used at home.
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Mary L West Posts: 3
8/19/2019
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I had a student who was diagnosed with EBD. At the beginning of the year he would sometimes have out bursts and crawl under the table. He had a Para who would accompany him every to fine arts class. After speaking to his home room teacher, I started giving him jobs in the classroom, such as brush washer. He was placed at a table of boys who were calm and patient with him. Within a few weeks he was excited about coming to Art class and was proud of his work. By giving him some responsibility, he was more focused and eager to help. Positive frequent feedback worked well for this student.
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Heather Leisch Posts: 5
8/20/2019
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I have a student with a hearing impairment. I use a microphone when she is in the room. I also have her sit near the front of the room near the smartboard to keep her engaged. Her impairment has caused her to not believe in herself so i will give her praise frequently and share her work with the class on the smart board to show how good she is doing. She has been getting- in the past year- more confident.
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M.Kathleen Abremski Posts: 3
8/22/2019
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I have a new kindergarten student this year with brain trauma and balance issues. I have already contacted & discussed her needs with her classroom teacher, OT and PT. I was concerned about her falling off the art stools and we currently have. We brought in different seating for her, (along with some classmates to sit at with her.) I have only seen her twice so far this year but she seems like a very sweet, capable little girl.
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Dawn Hinck Posts: 2
8/29/2019
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I currently have a student with Autism, no verbal skills. She is a new Kindergarten student mixed in a Art Class with 21 new Kindergarten students. We are lucky to have an One on One Aide with this student. She still is unable to sit and color or paint. She just runs around in circles around my room. I am hopeful as the weeks go by she will be able to handle touching Playdough or something textile. In the past I have found some Austic Children love water and I have filled my sink with toys and let them play! I continually try to adapt and work with something the children are comfortable with.
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Daniela Curle Posts: 3
9/3/2019
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I have a student with ASD who since school started-August 12th, hasn't participated during art. He usually brings to art class 3 Cds and a torn piece of plastic bag and just stare at them while moving the piece of plastic back and forth on the CDs. During last art class I invited him to come sit at the table with me and his peers-about 6 kids. He agreed and I gave him plasticine. I showed him how to squeeze it to make it soft -I explained that the warmth of a hand makes the plasticine softer, and proceeded by showing how to make coils with it. I also gave him plastic animal molds and showed him how to press the plasticine into the molds to get the animals' inprints.
I was so happy that he finally was able to join the rest of his peers and especially to participate.
I believe that using clay/plasticine really help some of the ASD students with their motor skills, but also being a tactile activity, makes autistic children interested and comfortable with the activity involved.
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shana hewett Posts: 3
9/9/2019
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I have a student who is visually impaired. I sit her next to the projection board to give her the largest possible view of the project directions. She is a very timid child, and I am not sure if this stems from her disability, home life, demeanor, or a combination. Because of how shy she is, I check on her more frequently and always provide her with extra encouragement. I also always let her keep the finished-product example at her table for an up-close reference.
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Jaclyn Trotta Posts: 3
9/23/2019
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I have had a student with disabilities since Kindergarten. The school provided me with a special chair to help accommodate him so that he could be high enough to work at the table. I have accommodated him by giving him additional time to complete our unit projects. With the additional time he is able to complete the same projects as the rest of the class. He is a pleasure to have in class and at the school. He has a great attitude and lets nothing get in his way!
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Joe Hernandez Posts: 3
9/26/2019
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I've worked as a BIA, Teacher and now a coach...I assess what they can do an accommodation for the things they need help or work on. From additional time on an assignment, to using an adaptive device for a student's writing...All of the accommodations were given to help that student succeed in class. I've always take this approach with all students no matter what. It's an excellent way to approach learning and teaching
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Ryan Handy Posts: 1
9/28/2019
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When I was a teacher in NJ I had a Hearing Impaired student but they read lips very well. So their disability didn't hinder their disability at all. Plus they had a signing para in the classroom with them. I haven't had any students with disabilities that I haven't been able to teach Visual Art to and them be successful in my classes.
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Devon Jacques Posts: 3
10/8/2019
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I have a student this year with Oppositional Defiant Disorder. I have learned to choose my battles, ones i may engage with other students, but not this student. We have set up a weekly reward if he gets top behavior marks in all classes. I give him a few choices because chances are if he does not like what we are doing, I will have to diffuse an angry outburst. I have also learned calming techniques to try when he starts getting angry.
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Stacie Little Posts: 3
10/20/2019
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My most challenging student is a student with visual impairments. I'm very fortunate that he has a positive attitude and is willing to try anything! Some of the strategies I've used that were successful, was using glue with paint in it, to draw his lines and then using texture stickers to create a pattern. The only problem about using the glue, is it's wet and can't be felt until later. When we did a spilling name design, students created block letters, as if spilling and then filled in the negative spaces with patterns. For this student, I used letters that were cut on the Ellison machine. His assistant, used the wax sticks to outline the negative spaces for him to stamp patterns inside of. We are currently working on a 3-d sculpture of rocks, so this is much more tactile. I like his drafting board, but don't really know how to incorporate that into a painting lesson, as it's on wax paper. Last year, I gave him a slab of clay, the same size as the paper we were using and he drew into that. It turned out great, but I realized I couldn't do that with every project. Wishing there were more adaptive materials for him to work with, other than what I come up with on my own.
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Gary French Posts: 2
11/7/2019
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I have a student who has pretty severe ADHD. He had difficulty focusing on any work, especially if it is a writing assignment. After getting no where trying different strategies, I decided to let him use the computer to complete all his assignments. Luckily, our textbook is available on line and he was able to complete a much higher percentage of assignments.
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Brannan G Lawson Posts: 3
11/25/2019
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Many years ago when I first came into the art room I had taught 2nd grade,so I was not new to teaching but just to art and multiple grade levels and students. A 3rd grade classroom came in and I began teaching, suddenly a male student stood up and began clapping loudly and banging his chest. I was totally caught off guard and stood frozen not sure what to do. Come to find out he was on the range of autism but no one informed me or let me know anything about this student. I still was informed of very little and had to learn a lot that year. His learning was greatly affected by his disability. He had no interest in what we were working on. He would draw what he wanted on his paper with no regards to what we were focusing on. Which I did not discourage since he was still working on art, it was just what he was interested in. He continued to have outburst and I worked my way around them mostly not for them to distract the other students working in my room. Even though his disability held him from learning all the skills I taught we still formed a relationship. Now if a student walked in my room today in that manner I would utilize our staff to help since our classes are very large, I still wouldn't be able to give him the one on one attention he would need.
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Marcia Moore Posts: 11
11/29/2019
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One of my current students has ADD with a behavioral disability. He has difficulty remaining in his seat and staying on task. When he first came into my class, he was very frustrated, asking many questions. I could tell that he desired to do well, but with every attempt, he became annoyed with himself. Everything else but the task on hand would hold his interest, A knock on the door or another student's movement would turn him from his work. Discovering his interests helped immensely, so I have recently centered a few projects around technology and skateboarding. I have moved his seat next to mine and use more visual examples and steps when I explain the projects. I have also developed some nonverbal communication with him so as not to disturb the other students.
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Heather Sims Posts: 3
11/29/2019
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I have a student in one of my classes with ASD. He enjoys completing the art project, but is often easily distracted. The distraction could come from other students in the room or from himself. I try hard to talk with him throughout the project to make sure that he is on task. He often repeats me and so I continue to talk to him repeating as much as we need to reiterate what we are doing. His projects may take a little longer than the others, but he is able to complete them. I am always so proud of what he accomplishes.
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