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Andrea Desouza Posts: 4
4/20/2023
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I have a third grade student who displays emotional/behavioral disorder. This student prefers to sit by himself and has an "I don't like art" attitude. He will not try to follow the steps required to complete the tasks unless he is prompted to do so and many times I need to wait by him every step of the way, encouraging him to continue "You are doing great! Now draw another line parallel to this one...", etc. Many times he will have 75% or more of the task completed and if I walk away to support other students he will crumple his paper and say that he messed up. He often throws it in the trash. He is very sensitive to what the other students can do (their work is better than mine) and will go around disturbing or arguing with them, creating a disturbance. Some days he will make a paper ball and throw it at other students. Some other days he might say that he needs to use the bathroom and it is an 'emergency'; he will stay in the bathroom for a long time. Sometimes, when I stand next to him he will say "I already know how to do it" but will not work unless I focus all my attention on him and wait for him to start and proceed. Just recently I noticed that he likes to be the one choosing what we will do. My plan is to give him choices so that he feels in control . I still need to be by his side when he tries anything new but every time he feels excited about any work I will celebrate and slowly, get him to understand that EVERY piece of art is good! It is important to allow yourself to try it and try it again multiple times. That's how we learn. I hope he can start enjoying class!
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Rachel Spicer Posts: 3
5/2/2023
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I teach art with 5th graders. One of the 5th graders has a 504 for OHI- ADHD. I planned a lesson that required 30 minutes of direct instructional time with class discussion before the students were able to begin working with the materials. I noticed that within 12 minutes of the instruction this student was not able to maintain self-control nor was she able to attend to the lesson with detail. She was very easily distracted and began disrupting the learning of others.I realized very quickly that I would need to amend my plans for her. While the rest of the students finished the direct instruction lesson I had her work on helping get the tools organized to give her a brain break and some movement. I was then able to finish the lesson with her in smaller chunks as time went on. She was able to finish the final product even though she needed extra time to complete it. She did amazing.
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Akaylee Hipps Posts: 3
5/3/2023
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I co-teach a student currently in third grade who has been diagnosed with ASD. He is given preferential seating close to a teacher, and positive peer influences. We will help him focus on one step of the instructions at a time, so that he completes each assignment to the best of his abilities. We are able to maintain high expectations, and he is creating art that is on grade level. Somedays he will feel overwhelmed by the task at hand, and we are able to accommodate him by giving him small breaks and then refocusing on the task. We have learned that he really likes legos, so often his five minute breaks will consist of lego building. He is a joy to teach, and is always asking his teachers how they are doing and tells us "he's missed us." He is also very kind to his peers.
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Chelsea Boyette Posts: 3
5/3/2023
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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 student with ADHD (OHI) who is extremely distracted by any slight external stimulus. This hinders his productivity and motivation. He often misses key components of whole-group explicit instruction, but I'm able to pull him aside often to work with him one-on-one on the presented skill. I call on him frequently to read or to answer questions, which keeps him more engaged in the assignment and allow me to more closely monitor his grasp of the content. I break assignments into smaller chunks for him and give him frequent breaks to allow him to help me with small tasks or walk a classmate to the nurse, etc. Positive and specific immediate praise is very beneficial for him as well, as he often feels like he's not doing well in class no matter how hard he tries.
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Kim Kovacs Posts: 3
5/7/2023
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I am currently teaching a general ed Art class of kindergartens and one student in this class is on the spectrum and rarely communicates verbally. In the beginning of the year, he struggled to stay in the classroom for more than a minute without running around, yelling/screaming, hiding under tables, etc. Slowly but surely, I was able to get the other students busy working so I could try to hold his hand and communicate with him to understand what he was actually trying to say. It turns out that he LOVES drawing, cutting, gluing, and is AMAZINGLY skilled in this area. I made him a box of supplies with his name on it and gave him a counter. I started by leading him to it as soon as he walked in and started to show signs of stress. I guess he needed a space where he could create independently and not be required to sit and work with others. Now, he allows other students to come and work along side him. He is making friends and all the students are amazed at his skills and see him as an "exception" in a very positive way.
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Larry Helms Posts: 3
5/11/2023
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I have multiple students with severe impairments both intellectual and physical. To better accommodate these students, I use a one on one strategy and assist the students in identifying colors and drawing lines and shapes. I also use Tempera Paint Sticks with these learners due to the larger size. I have found that smaller implements i.e. markers, crayons, etc. are harder for these learners to grasp and manipulate.
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RaVonda Wilson Posts: 3
5/22/2023
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Patricia Whitfill wrote:
My student has DMD (Duchenne Muscular Dystrophy) This form of this disability progresses at a faster rate than Muscular Dystrophy. In two years he has gone from being able to walk to being wheel chair bound and his hands are curling inward making it harder for him to hold a pencil, paint brush, etc... I have him sit at the end of the table close to where I am so that I can write his vocabulary etc.. in his journal. I also have him draw, paint, etc while taking lots of brakes to rest his hands. If I am busy with other students, he has a student of the day assigned to help him write. Because he gets extra time during the week (he is limited at PE, so he comes to the art room) I let him work on his project to stay caught up with his class. If he gets way behind, I will let him tell his assigned student how he wants something completed and they are then allowed to work on his project with him. If something we are doing is causing him distress due to the limited used of his hands, then I will work with him to find an alternative way to complete the project, or let him pick his own project that is close to what the rest of the class is doing.
Very interesting, you have we are all in this together helping each other succeed from the peers and to your self helping a student be a successful.
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Felicia Stamp Posts: 6
5/22/2023
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While working with a 4th grade student I noticed that they had a very hard time sitting in their seat, focusing on tasks and being able to listen as I gave instruction. This student had a student with ADHD. To help this student I gave them a lot of extra time to complete tasks. I also chunked the information for the student. I checked in with the student often during art projects. I seated this student very closely to me and I praised the student directly for accomplishments.
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Kim Jelen Posts: 3
5/28/2023
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- Describe how fine arts educators can use the state and federal laws to advocate for the inclusion of students with disabilities in fine arts.
Fine arts educators can use the state and federal laws to advocate for the inclusion of students with disabilities in fine arts by staying up to date on the laws and any amendment to those laws. Educators are responsible for knowing what is required of them and what is available to students and parents in education. Educators can advocate for all students by accommodating for all learners and being aware of the MTSS process. An educator can observe student behavior and performance and encourage differentiation to meet learner needs.
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Kim Jelen Posts: 3
5/30/2023
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- Identify at least two ways school and/or district administrators can support fine arts educators' use of explicit and intensive instruction for students with disabilities.
Administrators can support fine arts educators use explicit and intensive instruction by providing professional development with modeling of appropriate strategies. Administrators can support explicit instruction by collaborating with teachers on their lesson plans and discussing differentiation. This ensures teachers have the tools they need to implement and deliver explicit and intensive instruction.
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Kim Jelen Posts: 3
5/30/2023
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- Identify at least two ways administrators can assist fine arts educators' in learning about how to use adapted assessment in their fine arts classroom.
Two ways administrators can assist fine arts educators in learning about how to use adapted assessment in their classroom is by providing necessary resources and examples for teachers. It is important for administrators to provide professional development for fine arts teachers that directly apply to their classrooms and content. Making the tools and resources relevant allows for teachers to take them and implement them directly into their classrooms.
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Lillian Hayley Munn Posts: 3
6/1/2023
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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 teach art to ASD students with a wide range of abilities. I use visual aids like examples, instructional videos, handouts for all of my lessons that benefit all of my students' learning. Some of the lower-level performing ASD students however are not able to engage in the grade-level content regardless of how many adaptations or modifications I utilize. In such cases, I physically assist the students to manipulate the materials but they are not really understanding the learning goals or reaching the desired learning targets of the lesson.
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Stef Prieto Posts: 3
6/7/2023
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I have and have had many students with disabilities in my art class, though one in particular comes to mind. I had a student who is visually impaired, but nonetheless loved art class. So much of my lessons surround visual presentations, so I made sure to verbally describe things when possible and if I was showing an image or demonstrating, I tried to seat them as close to and directly in front of the image as possible since the student had limited peripheral vision. They were a remarkably skilled artist, but due to their visual impairment they sometimes needed additional time to complete their work.
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Katherine Jones Posts: 5
6/8/2023
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Administrator wrote:
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.
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Katherine Jones Posts: 5
6/8/2023
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Administrator wrote:
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.
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Katherine Jones Posts: 5
6/8/2023
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Administrator wrote:
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.
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Katherine Jones Posts: 5
6/9/2023
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I had a student with OHI that had difficulty holding scissors correctly. I have a handout which shows how to correctly hold scissors, thumb up in the small hole, three fingers in bottom hole, pointing forward. I used backward scaffolding... first showing her how I hold scissors, next placing the scissors on her hand, and cutting with her. Following that I assisted her in cutting small strips of paper in half, and giving her much practice until she felt more confident. I increased the level and complexity of the tasks, ex) opening scissors wide and turning for a corner, then zig zag, etc.
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Laura White Posts: 6
6/13/2023
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I had a visually impaired student and struggled with all assignments. I saw our visual specialist in the district and ended up getting a large monitor that hooked up to my smartboard. All the student had to do was turn it on and place it on his table. He was able to see (better) what I was demonstrating on the document camera when I was teaching technique and then when I switched the screen to the internet or a site, it was done effortlessly and he had a better experience!
I was so pleased!!!!
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Laura White
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Tristan Alfant Posts: 1
6/14/2023
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I work with children who are blind or visually impaired. Teaching the kiddos with little to no vision was a huge challenge, but they were always up for it! It took more time to describe the different ways to move their bodies, hands on modeling and physical assistance when showing them exactly how to move. This took much longer than teaching a sighted child but very rewarding to see them succeed.
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Seana Benedict Posts: 3
6/20/2023
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For the past 3 years, I have had a student who is EBD. In the beginning, he would get extremely frustrated with the most basic tasks and as a reaction would make the art room an unsafe space. As I formed connections with the student and worked with all stakeholders in his accommodations process he began to be able to work through those outbursts and actually create. I put him at a special desk up beside me. He sometimes would be my assistant and get me materials for demonstrations. He had a student buddy that they could work together, or if he was struggling the student could assist (but not do it for him). This has boosted his confidence level and eliminated some of his old tendencies. He still has moments, and we are continuously reevaluating and changing strategies in order for him to be successful in the art room.
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