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Teresita Rada Posts: 3
2/13/2023
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I have had a student in the past that had a behavioral disability. The student would throw tantrums when we attempted to draw a line. How i dealt with it was i calmed the student down then had them work at their own pace. When dealing with student that has a learning disability, you must give them what they need to succeed. The pitfall many teachers fall into is they believe that it would be unfair to give a student special treatment but its not about fairness. It is about giving the student what they need.
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Holley Abbott Posts: 3
2/14/2023
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In the past I had a student in y Kindergarten class that was visually impaired. I had him sit close, and up front to the ActivBoard for lessons, sit in the first row on the floor for story time, and had his own set of directions and pictures put on his table for easier reference. Lots of tactile opportunities were given to him as well. My classroom Aide also worked with him to ensure he was understanding the lesson/assignments.
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Holley Abbott Posts: 3
2/14/2023
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I have used the Letter Strategy in my previous classroom for years. When teaching direction on a map, I used the letter strategy NESW-N-never, E-eat, S-sour, W-worms to help my children remember North, East, South, West. I've also used Mnemonic instruction strategies to teach my children songs. I would use hand motions/signals to teach them the word I wanted them to remember as we sang the song. This worked great for all of my children in the classroom but especially the children with disabilities since this strategy enhances access to the music by building on what students already know.
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emily kyle Posts: 20
2/28/2023
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I had a student with EBD in my music class one year. This student was afraid to do anything on her own. I paired her with another student who was a natural "helper" and this made all of the difference in the world. My EBD student felt like she had a friend and when I asked the class to demonstrate what I was teaching them that day/week/month it was very natural for the student with EBD and her new friend to come up with a plan to demonstrate the lesson together. This gave the EBD student a much-needed boost of confidence and her "friend" would leave my class, everyday feeling proud of herself. It was a match made in heaven!
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Lisa Croasmun Posts: 3
3/7/2023
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I have a 3rd grade ASD child who does well in Art but has some focusing issues and gets distracted easily. I have him sitting in the front and close to my desk with a peer to help him when needed. He has examples of the work and Me or the peer help him when needed. He completes his work on time and is so happy to take each project home to show his parents.
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Christie Lawrence Posts: 3
3/8/2023
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I have a 4th grade ASD student who cannot focus very well during instruction but is an amazing artist and needs little direction. I seated him towards the back of the room so he has a lot of room to stand and move which helps him focus a bit better. He completes his work, masters the directions and expectations, and is always so excited and comfortable in the art room.
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Melissa Carter Posts: 3
3/10/2023
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I have a 5th grade student who has down's syndrome, so therefore has an intellectual disability as well as a speech impairment and visual impairment. We were recently doing a printmaking project that involved carving from an original drawing. During the lesson introduction and demonstration, I made sure she was sitting close, however I also made sure to come to her desk individually with an example and went through the steps one at a time for her, breaking it into more manageable chunks. I adapted the lesson by allowing her to draw her image, but it did not have to be related to the same artist because she struggles with fine motor skills. I did the carving portion for her, because of safety issues with the sharp tool, but then allowed to her complete the actual printmaking steps with my supervision and/or with help from her fellow classmates that share a table with her.
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Leslie Dickey Posts: 4
3/15/2023
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I have a 2nd grader with ASD and although he is high functioning, he needs lots of redirectioing and positive reinforcement. This is my second year with this student and he enjoys art class. Most the time he wants to do the project the way he sees fit and trying to get him to follow my directions becomes a struggle. This is where sometimes I can get him to work with a peer or one on one with me to try to teach him the skills I am trying to teach him for 2nd grade curriculum. If this does not work I try to modify my lesson plan so that he still is showing me those skills he needs but in his own way. I have found by being flexible and not worried about the final product but letting him experiment with the tools and techniques will prepare him for future projects.
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Margaret Holland Posts: 3
3/16/2023
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I have a 4th grade who is hyper active and has explosive anger disorder. Transitions are often times challenging and as well as content delivery. We have made an agreement that although they can sit in the last row (row 3) They need to sit in the middle and instead of a dot on the floor I give them a bigger space for them to occupy during instruction delivery they can, they can stand or stretch out, or sit in their knees. I have noticed that their class peers always blame them for anything that goes wrong in class, which fustrights me, so I can only imagine what that student is feeling. During transition times I have them pick up their area mat and be my unofficial helper just to avoid the false blaming. What makes this sadder is that the class as a whole doesn't realize that they are bullying that student when they do this.
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Emlyn McAna Posts: 1
3/16/2023
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I am the media Specialist at an Elementary school. I teach grades k-5 every day. My job is to create an environment that is welcoming and inclusive to all who enter. My classes are all inclusive. Some with more clusters of ASD students than others. Meeting the needs of all students can be challenging. Communication is a huge part of being on the autism spectrum. Since the group varies in their exceptionalities, I will focus on one student who often rocks back and forth. I found that for him he preferred to sit closer to me during the lesson even though moving him to the back would be less distracting. I would always keep the lesson short and engaging. His Fine Motor skills were weak so the activity to assess learning would often be engaged on the computer or one to one. His class has a para for 4 students. We work together to assure that they each have some time individually as well as whole group. Rearranging the environment for this class is also essential. Nothing is kept the same as their needs change.
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Michelle Emery Posts: 1
3/16/2023
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I have a 2nd grader who presents as autistic, but is undiagnosed. She has a love for art and drawing in black sharpie. She makes many drawings in one 40 min. class. As I started to get to see her behaviors, I realized she has learned to be helpless and loud when she doesn't want to do something. She was not getting enough attention or praise from me. I moved a small individual desk next to mine and faced it backwards so she couldn't see what I had hidden inside. She was sideways towards the class, and her view if she looked up was at me and the window next to me. She happily sat down and tried to make an animal silhouette paper cut out after I show her the huge stack of drawing paper and a black sharpie inside her desk. I asked her to show me that she understood my lesson and directions for cutting out her giraffe. I premade pieces to give her in case she had a hard time cutting. She had not used scissors in front of me ever, so this was a break through in listening and trying to follow directions. I showed her work/my work under the camera for the class to see. She could choose fellow classmates that raised their hand to give her an artist compliment. Students loved reinforcing the lesson with the correct vocabulary art words that we had been working on as our part of our lesson's goal. Everyone felt uplifted that this student, who usually tips paint, yells and says terrible things to get attention or out of doing something new, was now thriving with positive and authentic feedback.
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Cavelle A. Levine-Lake Posts: 4
3/27/2023
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I had a 5th grade student who was wheelchair bound but was extremely intelligent and wanted to do everything that the other students did in class. We did a lot of hands on projects and centers in class, along with outside activities. The class had to be arranged in a way for him to maneuver his wheelchair around because he did not like being stationary and not being about to move thru the centers or go over to the counter to pick up needed supplies. When we go outside or to lunch, we have 2 "responsible" students who ride the elevator with him and they meet the class downstair. These simple accommodations help him to feel very included and a part of the class.
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GloC Posts: 3
3/29/2023
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I have two 4th graders who are friends who both have Attention Deficit problems and whose parents do not medicate regularly. They start any kind of talking or disruptive behavior you can imagine. For a couple of classes, their unable-to-be-checked behavior gave others in the class permission to give in to their non-ideal student impulses. Consistently, every class, they create delays at best and total class breakdown at worst. I already scaffold, and tier the required skills. I chunk sometimes. I do most every class with an explanation and images, but try to keep both interesting and understandable.
I've tried a number of things with these two, but very recently have begun to suspect that the largest part of their tendencies overlap when I need to begin class by showing something related to what we will do. Once we start with materials, they don't disrupt as much, but they don't know what we're doing, either, so I have to re-explain instructions to them once they feel ready to participate.
Non-chronologically, I had some success with a positive reward system, and then I didn't. I had some success with wait a moment before entering, and then I didn't. I had some success with redirect, then I didn't. I had some success with let's call mom so she can help you calm, then I didn't. This past class was me pushing in on a cart due to testing scrunch schedule. Two other adults were in the room. We have a vacancy we can't fill with this grade level, and one of our support facilitators and one of our curriculum coaches help as does a long-term sub. The two aforementioned stayed in the room. Also, I did not explain an element or principle, but jumped right in with let's do a drawing type, perspective, showed three quick options, and took a class vote then we began. I noticed that both students followed the steps pretty well compared to others, and both were attentive without disrupting.
I attribute it more to the presence of the two other adults and that I was in the space they occupy daily rather than their vacation into my room twice a month, but I have been thinking that not having much in the way of explaining ahead of drawing might have helped. I don't know. They disrupt as they sit down in my room, so we can't even get started. I'm basically at a loss with this type of disability. Others, I can find ways to accommodate, but when ADD or ADHD manifests as intentional, constant disruption starting the moment the thresh hold is crossed, I'm at a loss. But I'll keep trying. I'll try figuring out a way to break things down into even simpler chunks so they can start having their hands on materials quicker. I teach a lot of autistic self-contained classes at this school as well, so have plenty of experience simplifying and chunking, but even the autistic 4th graders, who are majority on general ed standards and will take the general ed 5th grade art test, even they can follow my lessons to success. These two and others I've taught like them, help....
edited by GloC on 3/29/2023
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Carmen Fernandez Posts: 4
4/5/2023
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I have a second grader with a disability which impacts his speech, fine and gross motor skills, and attention. He has a 1 to 1 para full-time.
He has difficulty following directions, drawing, cutting, and expressing himself verbally. He is able to hold a writing/drawing tool and adaptive scissors.
I provide him with pencil grips and adaptive scissors. I break the instructions down into smaller chunks/steps. I model directly in front of him when he needs it. Of course, the paraprofessional also helps him as needed. I need to take more time to listen carefully to communicate with him and to make sure he understands. He is able to create the same projects as the other students, only with more support.
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Carmen Fernandez Posts: 4
4/5/2023
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I have a student who acts similarly to yours. I like how you speak to him outside first to explain the expectations for the lesson that day. I maight try this. Thank you.
Kim Andrescik wrote:
One of the students I have in my first grade art class has an emotional/behavioral disability. He has a difficult time entering the classroom and transitioning into different activities and situations. It takes him ten minutes to get settled down and be ready to start class. He struggles with self-control and focus. This student does not stay on task and complete class projects without support and interventions. He disrupts other students who are working and often times needs one-on-one attention from the teacher. He gets angry easily when his art project doesn't work out the way he had hoped it would. I have had to make many accommodations in class for this child. Usually, I meet him in the hallway before class starts to review the rules and let him know the expectations of the assignment that day. He enjoys being told what we are going to be accomplishing that day and then I allow him to share with the other students what he heard me say the directions were. He needs close proximity with the teacher so I have him sit at the table near my work station. Often times, I praise the students who are working at his table to encourage him to stay focused. When he starts to get distracted or loses interest in finishing his project I will praise him for his work and point out what I like about his effort. He gets to earn a ticket for my prize jar at the end of class if he finishes his work and cleans up his area.
edited by Kim Andrescik on 4/27/2016
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Maria Romero Posts: 3
4/5/2023
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I had a student eligible for the following ESE programs: Speech Impaired and Language Impaired. His IEP goals and benchmarks stayed that “in the therapy setting, he will formulate sentences with proper grammar with 80% of accuracy. His disability affected the level of participation in class discussions and art critiques. When I will ask questions about a new concept and how to be implemented in the artwork, he would stay in silence. He did not want to speak in front of the rest of the class. I tried to have one to one conversations to give him the chance of expressing his views, feelings, and ideas about the artwork. He always enjoyed the art class and throughout the years I witnessed his evolution and progress. He developed great observational skills and showed love for the details.
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Angela Johnson Posts: 4
4/6/2023
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Great job recognizing his hesitancy to respond in a whole group situation and adapting and asking him questions in a one on one environment instead. I love that you have been able to see his progress through the years and can recognize some of his strengths with observational skills and details.
Maria Romero wrote:
I had a student eligible for the following ESE programs: Speech Impaired and Language Impaired. His IEP goals and benchmarks stayed that “in the therapy setting, he will formulate sentences with proper grammar with 80% of accuracy. His disability affected the level of participation in class discussions and art critiques. When I will ask questions about a new concept and how to be implemented in the artwork, he would stay in silence. He did not want to speak in front of the rest of the class. I tried to have one to one conversations to give him the chance of expressing his views, feelings, and ideas about the artwork. He always enjoyed the art class and throughout the years I witnessed his evolution and progress. He developed great observational skills and showed love for the details.
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Angela Johnson Posts: 4
4/6/2023
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I currently have a student with ASD and he has some aversion to certain sounds that certain materials make on paper while drawing. Particularly markers on paper. When we use markers he is allowed to use other materials like crayons or colored pencils and he also has a set of headphones he brings with him that he can put on when other students might be using these materials so he doesn't hear it. We have adapted so that he can still create are with materials that he is more comfortable using.
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Phil McWhirt Posts: 1
4/11/2023
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I have a student with ADD who has a hard time focusing her attention for any reasonable amount of time...the typical time in which to present a new concept. At times this can become distracting to the others in class which inflates the problem of learning the concept being introduced. Since students with challenges like this are fully integrated into the classroom, the instruction technique needs to be tweaked to reach her as well as the rest of the class. The obvious first steps are taken in locating her away from distractions and close to me the instructor. Sometimes that proximity can help just enough to get through the lesson, but many times it doesn't. Though it may initially take some extra time, I find that it's beneficial to instruct and model "helping techniques" to the class that emphasis a tutoring concept with the emphasis resting on small group peer interaction and critique skills. If I can get students to model mature effective critiquing skills, I can avoid the perpetual mile long "...is this good?" line that forms behind me. I use cooperative learning and small peer group interactions to help each student receive that positive feeling of accomplishment and worth. I find it is also good to switch these groups up at different intervals to avoid any codependency issues that could possibly arise. Naturally, nothing is perfect, but I'm finding that breaking down my instruction and giving some ownership to the students can really make a challenging environment much more rewarding. Flashcard tasks at different levels can help a lot. Using easier levels whole class can help "those that can" involve "those that can't". Apps like Quizlet can also be fun and rewarding, especially if you use them in a small group setting. If I start to get a little stressed, I remind myself that sometimes these moments are really gold nuggets in disguise in the fact that we, as good effective teachers, are serving others in need.
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Lisa Watson Posts: 2
4/12/2023
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I had a second grade student who is Developmentally delayed. "Jayden" seem to love school and tried very hard to do his best and keep up in the class. The ESE teacher would see him about 3 times each week for 20 minutes. She was a big encourager to him. He was very quiet but did interact with students, he had some friends in the classroom. He was very slow about completing all his assignments but was reading on grade level. I allowed him extra time to complete his work. He was so slow with writing that I started typing his notes for him in advance so he had more time to pre view his notes. His ESE teacher would pick a quiet spot in the rear of the classroom and the 2 of them would work one on one with finishing his reading passages. I would also allow "Jayden" the chances to meet with me in small groups for his math and science lessons. This group consited of only 3-4 students at a time. Sometimes he would turn to the wrong page in his book or just take so long with a few problems it made him get frustrated and he would cry. I quietly whispered to him that he is doing his best and to never give up. I would often accomaodate his questions to make sure he grasped the concept. For example he needed to only complete 5 questions out of 10. The other students could complete all 10 questions. At dismissal time I would always try to give him positive praise for a good day of learning before he got on his bus to go home.
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