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Eunice Park Posts: 3
5/31/2021
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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 currently have a kindergarten student with ASD. He is very engaged with numbers and intelligent in math. I have noticed he enjoys systematic processes and is already skilled in advanced mathematical concepts that his fellow kindergarten peers have not learned yet. He often struggles in transitions, so depending on the day, getting started for art class can be difficult as we move around from the carpet to the tables. This movement can throw him off. We have started to bring a timer for the 45 minute period so that he knows exactly when it is time to begin, clean up, and leave. Headphones also have helped with the sensory overload. When outbursts occur, counting and practicing math problems have helped calm him down. Being a first year teacher, I am currently working to try to accommodate projects to incorporate his interests with numbers as well as make them flexible for him to feel successful.
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Becky Donohue Posts: 3
6/6/2021
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This year I had a student with multiple disabilities, the one which primarily affected him in my classroom was visual impairment. He used a large screen laptop with large-print buttons, but often struggled with drawing lessons and even shut down completely, putting his head down on the table. I worked to build a relationship with him both in and out of my classroom and paired him with another student with a disability for a project in which they created their own adaptive tool. They studied how the adaptive tools in my room functioned, what the benefits were and chose a purpose for their own tool. They had to describe what the purpose of their tool, how it would benefit the artist and with which media it would work. It was a tremendous amount of work and took most of the year to get him to engage. However, building trust with him (he moved a LOT and kept to himself, only socializing with his siblings) and pairing him with a non-threatening partner allowed me to engage him enough to participate in this special project. This was really a turning point for him and he opened up much more after that, both inside and outside my classroom. Despite all the strategies that I tried earlier in the year, I had to overcome his unique objection, trust, to move into a space where he felt comfortable in my room.
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Rebecca Gilmartin Posts: 3
6/6/2021
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I currently have a Kindergarten student with ADHD and is unable to remember his assigned seat and stay seated and focused for the duration of the class time. I completed name cards on students assigned seats which helped with understanding his assigned seat location and assisted him with writing his name. I am accommodating this student by giving directions in steps, providing a dry erase board for practice, and redirection to the next steps to completing each assignment. I remind him of the finished goal for the project. I am also providing a reward choice board as a motivator to work through each step given. These strategies are currently working well.
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Greta Mosteller Posts: 3
6/8/2021
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I have a student in my caseload, CM, who is awesome and desires to do well. CM is diagnosed with ADHD and Epilepsy. He faces challenges on a daily basis to follow classroom procedures within the general education setting. His ESE services are provided to him through the support facilitation model. CM's disability affects his progress in the general education classroom by presenting him with challenges in the areas of impulse control, recalling previously taught information, following directions, and attending to task long enough to demonstrate his understanding.
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Greta Mosteller
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Jodi McLeod Posts: 3
6/10/2021
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I have a self contained EBD class (actually 2 EBD classes combined together at one time) and find many of them enjoy art. I find that they like to make decisions and feel in control of what they are doing, as opposed to being told EXACTLY what medium to use, and how to go about it. For instance, I will present a project at the beginning of class. I will tell them they can either use markers or paint to complete the project. Some students will offer/ask if they can alter the subject a little bit, and if it's within reasonable boundaries, my answer is yes.
The result of their art is varied...some copy my example exactly, some put a different twist on the original example. In the end, they are involved, and using their creativity.
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Nancy Hatch Posts: 4
6/28/2021
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I had a third grader with cochlear implants which affected they way he would hear, but never stopped him from creating. In order for him to understand me, I would wear a special microphone that teachers would share amongst one another when he would attend our classes. This allowed him to hear, but it wasn't the greatest of tools because this student wanted to read lips as well as what he could hear with the microphone because according to him, he wasn't able to hear fully while other students were discussing or answering questions. His disability affected him in my class with the understanding of when I would go into when it came to art history, art techniques, and descriptions. Furthermore, he wasn't able to hear the response from his peers because the microphone wasn't able to pick up voices from afar. This didn't affect his ability to create art, but I took extra time in differentiating the lesson particularly to his needs. Doing many one on ones once the lesson was delivered or even allowing the kids to speak into the microphone, so he felt part of the discussions. His peers would have to ask permission from him if they could speak into the microphone. Well the following year he was given new high tech implants which give him flexibility without a teacher using the microphone or his peers having to speak into it. I noticed he became more engaged and more involved in the discussions because it gave him more independence and freedom within my art classroom and with his peers
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Melissa Lenee Simonsen Posts: 2
6/29/2021
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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 1st grade student the has an IEP due to his social/emotional responses to classroom situations. If he does not feel like he is doing his work correctly, he will throw chairs, cuss, or act out in other ways in the classroom. This has affected his learning as he doesn't complete his work in most classes. Luckily, I have a flexible curriculum in the elementary visual arts, and he can show me that he understands the concepts I am teaching in more than one way. I have created a safe space for him in my room where he can draw how he is feeling. In addition, I practiced some de-escalation techniques with him including breathing and "taking a walk" in the back of the room. As soon as he "feels the power" of taking control of his own environment, he will generally come back to the lesson. I work with my 3rd graders on critiquing versus criticizing. However, this 1st grader is ahead of the game in my class as being his own worst critic is what often causes an emotional breakdown. I have created rubrics for him to follow and check off. This bit of organization helps him. Then, he critiques his work and makes changes. I have worked with him on using pencil first and on light pressure for drawing in order to erase. 
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Jaclyn Gallagher Posts: 1
6/30/2021
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I have a student I have known since Kindergarten and just completed 3rd grade. He is developmentally delayed with a language impairment. Because his fine motor skills are delayed, he tends to have a difficult time painting and performing other tasks in the art room. What I have done over the years to assist him is give him adaptive tools to help him complete tasks, such as a paintbrush with a large round handle he can hole like a ball, scissors he has to squeeze rather than pull apart, and large grip pencils. In addition, when he asks a question or responds to one, I reiterate what he said to him to insure he was understood and is given positive praise when using complete and clear sentences. Lastly, he is given more freedom in his artistic choices as to not stress over the end result, rather improving the process of making art and following directions.
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Amy Moskowitz Posts: 3
7/12/2021
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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 some students that have some emotional/behavioral disorders and when it comes to art it stresses them out cause they feel that they cannot do it or it is too difficult and they tend to shut down or act out instead of try to do the work. With these students I give the students directions in short bursts with lots of visual examples as well as one on one guidance. I feel the one on one guidance helps the most I. Boosting their confidante as well as excitement to want to do the work cause they feel in co trip and capable which motivates them like and want to want to do their work.
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Joanne Przybylowicz Posts: 3
7/15/2021
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I have a student that is visually impaired. He is going into 2nd grade this coming year. In kindergarten, he sat in the middle of the classroom and was very shy. I right away based on his work felt he needed some assistance so I moved him. I made sure he sat up close near my desk and the Smartboard. I also ensured he had a helpful student sitting at the same table. I also provide individual step-by-step you do I do with him. In first grade, I assigned him a similar seat near the front of the classroom. Over the last two years, I have seen him blossom into a wonderful artist who loves to share his work with the class but is not afraid to share his thoughts about different lessons.
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Traci Hochstetter Posts: 3
7/20/2021
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I have had a student for the past 2 years who has a developmental delay along with an hearing impairment. He joins an inclusion class for art and really enjoys being around different peers and can be very social at times. I use that to help him but having a trusted student help assist in instructions and allow him to see what they are doing. I will be sure to be near him when demonstrating a skill or take the time to show him one on one. Whether he masters the skill or not he likes to share his work with others. I allow time at the end of class to him as well as others to share if they would like. This seems to help boost confidence and often help others to see or hear how they made choices in their work to make it successful.
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Traci Hochstetter Posts: 3
7/20/2021
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That is great that you have your EBD students at one time. Mine are mainstreamed into the gen ed art classes. While there are benefits of being with peers that are usually always willing to help take them under their wings. I would enjoy having these students in a smaller environment so that I can offer them more choices and freedom. Like you said many thrive in that type of environment.
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Allison Lopes Posts: 3
7/30/2021
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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 mostly worked with kindergarten students. Developmentally Delayed is the most common disability I have encountered. When working with students who are DD, I have found it helpful to perhaps provide templates, limit the number of steps required to complete the work and/or to provide different tools or materials for the student to use. For example, using paint sticks for painting activities.
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Shannon Green Posts: 3
8/14/2021
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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.
As an elementary art teacher, I have worked with many students with varying disabilities through the years. One that comes to mind with much success was a kindergarten boy who was developmentally delayed. He was not very vocal, had difficulty sitting in his seat, and could not hold onto supplies (pencils, crayons, scissors). I gave him opportunities to practice writing and drawing with pencil grips, as well as give him specialized scissors that assisted him in his fine motor skills development. I would allow him more creative freedom in his art production to assist him with his hand grip development. Once he became more successful in this area, his interest sparked and his ability to sit in his seat lasted longer and longer. He was eventually able to write his name, color inside given areas, and cut and glue successfully.
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Mandy Salgado Posts: 2
8/14/2021
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I have a student that is in kindergarten. He has emotional trauma. It affects his learning in class. If he doesn’t like the way he’s dry and comes out he loses control. I have come up with several strategies and have given him some tools to work with. It’s taking time but slowly he is showing progress.
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Mandy Salgado Posts: 2
8/14/2021
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I could have used a microphone in the art classroom to meet the needs of those with hearing impairment. I could also use speakers and control the volume larger prints of visuals to help those with high visual disabilities
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Katherine Hicks Posts: 3
8/30/2021
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I have a few students with Intellectual Disabilities (IND).
I try to make sure they are seated close to me so I can provide a little more guidance. I sometimes prep some of their supplies if I know that they have trouble with something like scissors. I also try to have a partner student. I make sure the partner student has time to do their own art as well, but it's students who have a little extra patience and are willing to help out.
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Barbara G. Montanelli Posts: 1
9/5/2021
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I currently have a student with a hearing impairment that can read lips and knows sign language. The Interpreter follows the student throughout the school day, for help communicating with his teachers and peers. This student sits close to the smart board for my visuals and the interpreter is seated near him for help if he needs clarification. When he communicates with the interpreter he speaking and signing together, so sometimes the students can understand him to help. I can work with him visually on his work and so far he understands what to do, and enjoys being in class. The only part that is difficult for him is when I am giving a demonstration, he needs to watch me and the interpreter at the same time. This makes her job more difficult, as he is talking/signing as I am talking too.
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Sharon Richmond Posts: 3
9/7/2021
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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 work with the intervention team and IEP team to problem solve and develop strategies for students who struggle and or have disabilities. We had a child who has a hearing impairment and we recommended a classroom amplification system, clarification of directions and repeating of directions, and visual supports. The teacher also frequently checked in to make sure the student understood each step of the projects and provided physical reinforcement such as high fives and thumbs up.
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Jennifer Harper Posts: 3
9/7/2021
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I have a student in one of my classes who is Hard of Hearing. This student does wear hearing aide devices. I have this student sit at the front of the class and repeat communications and make sure he/she has visual aide as needed for lesson.
I provide another student who is orthopedic impaired specific tools to allow them better use of their grip when drawing or painting. This student also finds it better sometimes to stand rather than sit when working on creating our projects. Taping down the paper on corners to desk helps so that he/she can focus on work and the paper moving around.
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