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Catherine Holland Posts: 5
12/9/2019
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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 currently have a students that a behavior/emotional disorder. If the student feels that they are not able to successfully complete the project they will become angry, yell out loud, and bang on their desk in frustration. For this student I break down the assignment into smaller sections that the student can successfully manage and check on them frequently throughout the project. I always try to check on them frequently and use lots of constructive verbal praise and encouragement to help the student from becoming too frustrated. This helps them and the rest of the students that are sitting near them stay positive and on track during art projects.
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Lauren Regan Posts: 3
12/28/2019
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I had a student with ASD in a gen ed class. The student was not able to complete all of the projects at the same pace or level of the other students in the class. I provided one on one reteaching of the concepts and skills. I also modified the skills to a level in which the student would be successful and show proficiency.
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Marcia Moore Posts: 11
12/29/2019
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I had a student with autism who was high functioning but very restless. He also had difficulty communicating with the other students. I set him up with a buddy in class and this helped him greatly stay on task and make a friend. Instead of a desk, he preferred to work on the floor, which worked for us in the art classroom.
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Marcia Moore Posts: 11
12/29/2019
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I love your idea of saying, "Cookie Monster Blue." I bet he loves it too! 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).
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Yvette Trejo Posts: 3
1/11/2020
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I have several students with ADHD and most have a very difficult time staying in their seat while I demonstrate various art techniques. One particular student has a special place on the floor where he can do his artwork. He is less disruptive when he can work in his space. Most of the other students are allowed to stand while they create their artwork. They will sit for short demonstrations and then stand if they need to. I use a lot of visual examples and the help of peers to review missed information to these students.
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Kimberly Delestang Posts: 3
1/19/2020
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I have 2 students that come to mind with disabilities in my art room. The first was a very tall and strong boy in the ESE inclusion room at my previous school who had an extremely difficult time staying still and participating in the art lessons I would give students. He would often kick, yell and run around the room. His paras were exhausted and it took a lot to help him. He did improve during his time at our school with the help of a lot of teachers working with him. I look back on that experience knowing that art was not his favorite subject so I tried to be creative in my approach with him. He was very physical and p.e. was his favorite subject. I tried to let him move freely in my room for earned and needed breaks during art activities. I also gave him assistance with holding drawing tools and modeling.
The other student that comes to mind was a girl that was blind who had a para with her. She absolutely loved art and it was one of her favorite subjects. Since she loved art It was a lot easier to help her in art even though she was legally blind of all things. Her para and I would help her feel where the lines where drawn on her paper. We would let her look very closely at where to draw and paint. We would help her put paper shapes together or show her how to draw shapes to create a picture. She relied on her other senses to help her create her art.
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Hope Tibbetts Posts: 3
1/21/2020
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I currently teach a student who is hearing disabled. She was often disruptive because she would get frustrated and shout out because she couldn't hear or understand what was going on. She struggled following the directions of the projects. She has cochlear implants and her classroom teacher provided a microphone that allows her to hear my instruction now. I also incorporated visual aids into my instruction. I would visually demonstrate the process of completing the project, as well as creating an example of the end result. After incorporating these strategies, she has been able to complete the assignments in the given amount of time and following all directions given.
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Brenda Naff Posts: 3
1/26/2020
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I have a fourth grader with Autism. She sits at a desk alone to avoid distractions and doesn't do her best sitting at a table and interacting with other students. She is more to the quiet, introverted type. She is very interested in art and will begin all assignments but has a little trouble doing the assignment in the correct way. If we are cutting paper to make a bird, she will draw one instead. One on one assistance is needed to cut a few shapes for her and then she knows how to finish. She does much better with a demonstration over verbal instruction. She needs explicit instruction and modeling on techniques and she then learns a new strategy!
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Marissa Kelly Posts: 3
1/28/2020
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A few years ago I taught elementary resource art at a school that had several self-contained classrooms. These students had Autism and required a lot of assistance when it came to the art projects. One of the younger groups struggled a lot with following sequences or steps and also had trouble using tools such a scissors. There were a lot of adjustments I made to my lessons with these classes but I remember using stations a lot. By breaking the steps into stations and using small group instruction I was able to guide students through the steps without overwhelming them. I could also do hand-o0ver-hand for certain steps or have pre-cut materials ready. While a particular group was with me, I would let the other groups using art sensory toys and materials (like shaving cream and paint for example).
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Elizabeth Patterson Posts: 3
1/30/2020
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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 teach several students with autism. I had one in the past who struggled with getting frustrated easily if his artwork wasn't perfect. One strategy I used to help him when he wanted to draw a popular cartoon character was to teach him how to use a window as a light box. He was able to trace the character in a way that satisfied his frustrations, and then he added his own hand drawn details around the character. I also used a secondary timer to help him with transitions (clean up time). He would become frustrated to the point of throwing things during transition times. If I gave him a timer that went off 2-3 minutes before clean up time, it allowed him time to process that time was almost up and come to a stopping place.
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Marie-Claude Thellend Posts: 3
2/3/2020
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I had a 5th grade student with ASD who always took a project and needed to stretch it so far out of the context of the project that it was another idea altogether. Encouraging him to do so always appeased him as he was distressed to remain within the context of our lesson. When done, he was never content to use one of the various art activities I had available for early finishers, but he always wanted to organize my supplies and cubbies. To that effect, I always had a list of organizing tasks ready for him which made him very happy but also accomplished. I would insert, in those organizing tasks, some kind of spatial/pattern or other visual task to challenge him. Because of the freedom but also the challenge he faced with these choices, art became is favorite subject where he didn't feel marginal but rather where his peers came to look at him as an artist and look up to him.
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Laura Hobby Posts: 3
2/7/2020
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I have a 3rd grade students with ASD. He is very interested in art and enjoys being in class. One challenge is that he wants to focus only on Disney characters. I have adapted the lessons to suit his interests. For example, earlier this year, the students were learning about the architecture of St. Basil's Cathedral in Moscow. For this student, he described to me the traits of his favorite Disney castle and created an artwork depicting that castle rather than the cathedral. This allowed him to be a part of the creative process and remain engaged in the lesson.
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stephanie castellana Posts: 2
2/17/2020
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I have a student who is now in third grade who started attending our special needs pre- k when he was 3. I'm not sure what his specific disability is. He is in a regular class and has additional help a few times a week. He is very introverted and doesn't talk to anyone unless he is asked a question and then he seems to have a hard time verbalizing his thoughts. When he was in preschool I already knew he was a natural-born artist. There was something about his work that showed so much creativity. Last year he brought me a sketchbook loaded with amazing dinosaur drawings! I asked him if he would like to paint a mural of one of these sketches. He was so excited! He and I spend hours together after school talking and painting this amazing mural. All the children in the school were in awe of his work. He came to me just last week and asked if he could paint another mural. I can't wait to see his sketches.
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Judith Evans Posts: 1
2/17/2020
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I am currently retired. I had the unique experience of teaching in an elementary school for many years that was next to a middle school where I transferred to before retiring. I had a student from kindergarten through fifth grade and then again in sixth through eighth grade. He was disruptive and unable to follow directions for even very simple projects when very young. He had very limited vocabulary and motor skills. In elementary school, I had to seat him in close proximity to me to be sure I could keep him on task and repeat or reinforce expectations for the current lesson or activity. I would break lessons down into smaller, more simple sections with fewer directions or a “I do, you do, we do” approach to give positive feedback for confidence building. In middle school, he became much more of a challenge because he simply refused to cooperate to accomplish anything. I used peer supports to get him through his middle school years. I altered my teaching to provide skill building activities that would help with his fine motor skills and vocabulary improvement. He made it clear how much he disliked art but he would complete tasks to help raise his grades. In the end, I felt that we reached an understanding of sorts.
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Kristin Holloway Posts: 3
2/18/2020
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I have a student with ADHD in my art class who is frequently distracted and struggles to stay on task. I have seated the child close to me when I give directions and demonstrations which helps to keep him engaged. I also post a list of instructions in order for him to refer to while he works. I will check on him regularly thought the project to check off completed steps.
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Sunny Heo Posts: 3
2/20/2020
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In my first year teaching, I had a K-5 Functional class. Most of the students had severe physical disabilities, wasn't able to move without any help. My goal was to get them as independent as possible. I was lucky to get help from a local art museum and its education department. They had many different resources that could be checked out. I focused on mark making. I rolled out a huge paper on the floor. Students used paint rollers they could stand and push or hold from their wheelchairs. It was totally student-led. This gave them a feeling of being independent and be more creative with their paints. Teaching students with disability also allowed me to think creatively to come up with adaptive tools for the students.
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jnani gardner Posts: 1
2/21/2020
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I had a kindergartener with ADHD and emotional issues last year I made accommodations by giving seating area for movement, redirections, tools for coping with emotional issues and note book to be able to express the feelings he could not express verbally.
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Holly DeWitt Posts: 3
2/21/2020
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I presently have a student in a wheel chair. He has been able to sing with the concert choir with no restrictions. He sits in the front row of risers on the stage with the other students and sings. We do not use choreography so that is not an issue. If we did, modifications we be made so he could incorporate the hand movements with the rest of the students.
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roxanne campbell Posts: 3
2/22/2020
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In a large gen ed setting, my student with autism sometimes has a tough time remaining in his seat. He follows the accommodations I have created for him in my art room, and have set him up with a few students that sit with him and help him by showing him how to complete the art projects we work on in class. Presently, we are painting and my student prefers using crayons and markers instead of painting. We are learning about color, and I feel that allowing him to use media that is comfortable for him helps to keep him a little calmer while learning color concepts. His peer helpers demonstrate how mixing colors with paint create new colors, and this helps him to understand and see what the lesson is about. I keep him close to my desk, and this seems to be a comfort for him when he needs to clarify directions. At the beginning of each class, we talk about what we are doing for the day, and what is expected of him. I find that keeping organized for this student, along with extra help from peers is working and allowing him to learn just as the others students do.
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Sarah McDonald Posts: 5
2/25/2020
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I had a student for 6 years who had muscular/ skeletal impairments. She was wheel chair bound and had limited fine and gross motor function. I would use adaptive supplies when possible (scissors, suction cup water bowl so it would not spill) tape papers to the work surface so they would not move while she was working. She had a para-professional who provided support as well. She could serve as an extra set of hands when needed, although we tried to help the student build motor function and independence as much as possible.
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