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Elaine Weeks Posts: 9
9/7/2017
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patricia salzano wrote:
One of my students in the second grade was Visually impaired/blind. He had a one on one para who came to every art class. I made some frames with wire screening in them. When we would do a drawing activity I would tape his paper to the screen so he could feel his crayon or marker going over the paper and it also created a bit of texture so he could "feel" his drawings. When we would be talking about shapes or textures in an artists work I would also provide maipulatives (spheres, cubes, "fluffy things, smooth etc...) to help him visualize what we were looking at.
I also use manipulative with different textures to motivate and discuss art topics. I have used hot glue drawings--allowing the glue to harden-- in order to have my student "read" the images/picture we are discussing. My student loves to discover and tell me what they are "seeing" by feeling the raised glue image.
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Renee Brigandi Posts: 3
9/8/2017
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I have a student in one of my classes who has emotional/behavioral disability. When he is in my class, he tends to get frustrated when he sees other student's work and begins to compare it to his. He gets so upset that he will throw away his art work, and hide under the table. Once he is under the table, it is hard for him to refocus on art. I started to have him focus on art that he would like to create rather than telling him and the rest of the students exactly what they needed to create. There are certain guidelines they need to follow, but for subject matter, I give them the ability to chose what they'd like to focus on.
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Brittany Elliott Posts: 3
9/14/2017
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I had a group of students with visual impairments last year. I would modify their materials so that they could touch and feel their designs. Clay is obviously the best tool for this, but I was pleasantly surprised at how effective paper was for these students. We would "draw" lines by folding paper and then they could feel the bends. Also, curling it around their fingers or folding strips worked well. I would put black mats down because most of them could see the contrast of colors against the black. These techniques kept these students engaged and were so fun that all of the students started asking if they could do their projects the same way.
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Tracie Claflin-Bryant Posts: 5
10/22/2017
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I had a student that was in a wheelchair and had some use of his arms and hands. He could write and draw well, considering his limitations. He was in 10th grade and I would say was at a 6th grade level artistically. I decided to focus on what he enjoyed doing in art. I found out what materials he liked and if there was any that he would like to try. After a few experiments he decided that he liked acrylic paint and using large brushes. He attempted every project with his best effort and I allowed him to use whatever medium he felt would make him more successful. I do apologize that I do not remember his full diagnosis, it has been a few years.
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Tracie Claflin-Bryant Posts: 5
10/22/2017
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patricia salzano wrote:
One of my students in the second grade was Visually impaired/blind. He had a one on one para who came to every art class. I made some frames with wire screening in them. When we would do a drawing activity I would tape his paper to the screen so he could feel his crayon or marker going over the paper and it also created a bit of texture so he could "feel" his drawings. When we would be talking about shapes or textures in an artists work I would also provide maipulatives (spheres, cubes, "fluffy things, smooth etc...) to help him visualize what we were looking at.
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Tracie Claflin-Bryant Posts: 5
10/22/2017
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I think that is a wonderful way to help a child that is visually impaired like your student. I'm always concerned if some of the visually impaired students are seeing what they should see. Great idea.
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aliciatura Posts: 3
10/25/2017
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I had a set of twins for many years who were both diagnosed with ASD. I found by Providing a visual agenda, either written on the board or on a picture helped alleviate anxiety or confusion. Any changes to routine were discussed prior to class. I found challenges occur when a predictable outcome was removed. Both boys often disrupted class with inappropriate behavior and lack of understanding social ques. They were both amazing art students with attention to detail and obsessive drawing. I would accommodate them by allowing them to describe their ideas and giving them flexibility and creative freedom. I was aware of triggers that could escalate behavior and gave them their personal physical space and provided breaks as needed.
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Heidi Rodeheaver Posts: 3
11/5/2017
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I had a student with ASD. He was unable to participate in the class unless the instructions were written in a list form and kept with no more then three to four tasks. Once we were able to figure this out with his support team, he was able to complete the tasks at hand.
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Suzanne Greene Posts: 3
11/21/2017
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One of my students had ADHD and hearing impairment. His focus was on everything visual going on around him. He would not remain in his seat, but explored and touched everything. Since he was visual and tactile, I was thinking of a way to help him remain in his seat, I had him create textures and glue different types of textures on his paper. We used fur cloth, burlap, straws glued together like a raft, round buttons and smooth plastic for each of the squares. To reward him for sitting still to do the project, we let him go around the room and show his masterpiece to others, so they could feel the different textures.
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Michelle Wetz Posts: 1
11/24/2017
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I currently have a first grade student who has emotional/behavioral issues in all his classes. He especially gets upset when we have transitions. Specifically, when we have to stop working on a project and clean up, if he's not finished to his satisfaction, he'll become upset and kick his feet and flail his arms because he doesn't want to stop, even if it's time to go to another class. He also does this if he doesn't like the way a project is turning out. To help prevent these outbursts, I set a timer and remind the class (and then him privately) that when the timer buzzes it's time to clean up and what I expect them to do with their project. I also give a 5 minute warning and specifically talk with my ESE student, kindly reminding him it'll be okay to stop and the next time he comes to class, he can finish. I find this emotionally prepares him for the change. When he is upset with how his project is turning out, I talk him through the issue and we brainstorm ideas of how he can modify it to his liking. It seems to be working now that he realizes he can finish it next time and that a mistake can be modified.
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Deborah Walker-Tannehill Posts: 7
1/1/2018
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I currently have a fifth grade student on the autism spectrum who struggles with the directions in the art process. He often refers to steps and information I write on the board. He relies on strong encouragement and positive feedback to continue advancing through an art project.I review our standard, vocabulary, and goal at the beginning of class. I tell him where he is at in the process and what else he needs to do in short term goals. Such as "Today, I need you to complete the drawing stage of your art and begin adding color before the end of class." He takes cues from students seated next to him, and they are always happy to remind him of his goal by showing their own artwork to him. He then feels confident to move forward without anxiety or emotional challenges.
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Brittany Smith Posts: 3
1/2/2018
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I currently have a student with Autism. She is one of the sweetest and most attentive students I have. I am thrilled that my other students have embraced her. I have paired this student with another, who is patiently teaching her as we go along. My student with autism needs personal attention for every concept and direction. She needs to be refocused and asked very specific questions in order to understand. I have been surprised at how much she is able to comprehend, and at how willing she is to work on one concept for an extended amount of time. She is capable of learning most of the concepts we cover, but her disability creates the need to spend much more time on each step of the spiral learning, and the need to have an aid to her learning who is always available for questions.
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Emily Kline Posts: 3
1/2/2018
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I have a student who has no current diagnosis of a disorder however, he has two siblings that do so, I believe that his behavior is a combination of learned behavior along with a need for evaluation for accurate diagnosis. This student is in Kindergarten and is completely non-verbal in my classroom. He has a very hard time with directions, in that he never seems to do as instructed in his art work (use of colors, direction of paper, use of shapes, etc). He never seems focused and his attention seems to wander around the room. He doesn't seem to have any type of negative behavior that affects the class as a whole, but when there are transitions in the classroom I have noticed that he is unaware of what is going on during that time. I have found having him sit with a high performing classmate to be somewhat beneficial. This classmate helps him and is able to alert me when further clarification is needed or I need to address a problem. I have also insured that this student receives his own supplies as he has a history of mixing paints and breaking erasers that are to be used for the table.
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Corrie McCoy Posts: 3
1/11/2018
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I currently teach 2 classes of CSS students at one time, (for 50 mins), which can be quite the challenge. I have disabilities ranging in all areas. I have differenciated the classroom to contain different activities and challenges for each of their levels. Each table group contains the materials that group will need. I communicate with paras who attend class with them so we have a good game plan before we get started. For a collage project, I have one group that can draw the shapes, cut the shapes and glue them down. My other group cannot use scissors so their shapes are pre cut but they can use glue. I have another group that lays the pre cut shapes where they want them and the para glues them down. I have another group with more sever disabilities so their activity is entirely different. It is a challenge to have 2 full CSS classes at one time, but we make it work! I want all of the students to enjoy creating something.
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Emma Johns Posts: 3
1/17/2018
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I have a student with Down's Syndrome. She is in 3rd grade, and she also has speech impairment. The first two years she was at my school, she was not staffed with a para, unlike another student with Down's. At the young age (first and second grade), I had a difficult time meeting the needs of her classmates while also making sure to differentiate the instruction for her. Typically, I would try to get her classmates to the independent working phase before working one-on-one with her. I would show her step-by-step instructions, provided modeling of techniques and tools (hand over hand in some cases), and provided tools suited for her developmental stage (for example, special scissors). If we were drawing, I would sometimes lightly draw and have her trace over my lines. Before she was staffed with a para, it was hard to keep her on task. I enlisted a peer who was responsible, but who would also allow her to complete tasks on her own.
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Crystal Riverso Posts: 1
1/27/2018
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I have taught a student with a physical disability which restricted vision and the student only had the use of one arm and hand. He had a very positive attitude but did not like to ask for help unless absolutely necessary. To accommodate this student, instructions were given in very large print at least 3 days before all other students. During activities where both hands were needed, I would either pair him with another student or I would act as his other hand. At first I didn't realize how many simple activities would be difficult for this student, but I soon began to see each lesson through the eyes of this student. I changed many activities throughout the year or pre-cut, poured, measured things for this student before class so he was able to use class time more efficiently.
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SusanBarrett Posts: 2
2/19/2018
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I taught visually impaired students in past years and we created stepping stones.. worked with texture.. I built upon the lesson by using their stones to allow the students to gain an understanding of warm and cool colors.. we placed the stones outside and on hot days I would have the students touch their stones and discuss warm colors.. on cold days, cool colors.
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Mirta J Ramos Posts: 5
3/1/2018
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Here at this school we have several students that are deaf. This affects them because they have an implant and have to sit close to where the teacher is speaking/teaching.
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Jennifer Day Posts: 3
3/16/2018
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I had a small class of EBD students who had difficulty with transitions. Settling into class often took an extra 10 minutes before I could begin instruction. My schedule had 5 minutes between classes that year, so I had them come 5 minutes early to class and I would begin to let them get settled in before the general ed class arrived. It was mutually beneficial.
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Belinda Rivera Posts: 2
4/15/2018
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I have a student with ADHD who has difficulty staying seated,on task, and focused. The student tend to struggle to complete assignments because of these thing. I moved the student close to me to redirect him and paired him with a peer who can help him when information was missed. I also break my lessons into chucks so that the student can keep focus in class.
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