|
Tyler Hudson Posts: 3
4/22/2018
|
Makes sense. Any safety concerns due to impulsivity? I have a couple of students with difficulties in that area (not major, but enough to keep me on guard.)
|
|
|
0
link
|
|
Lisa Ross Posts: 4
5/1/2018
|
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.
--
Lisa Ross
|
|
|
0
link
|
|
Lisa Ross Posts: 4
5/1/2018
|
I have had students with Language Impairment and it impacts the understanding of my lessons. In some cases, it is an ELL student and sometimes it is not. I have found that some of the same strategies work in both cases. I sit these students next to students that excel, in case they need help. I also took very short basic notes on the dry erase board to model what they should be understanding. I also use my hands to animate my lectures and show slide shows to show examples. I have also integrated Spanish words in the art room when possible.
--
Lisa Ross
|
|
|
0
link
|
|
Art Tch Posts: 3
5/27/2018
|
We've had a 4th grade girl with CSS/Autism and some E/BD. She had trouble focusing and managing her behavior; disrupting others and interrupting. She was seated up front. Her ESE teacher sent some cue cards which we have used and she has had students assigned that would help her. She enjoys Art and can meet the standards better than many regular ed students. Over time, through reminders and natural maturity, she has needed the cue cards less often and her behavior has improved quite notably.
|
|
|
0
link
|
|
Sahmiah Eacret Posts: 3
7/3/2018
|
I have had a student with Emotional/Behavioral Disabilities for two years now. When they were in 2nd Grade, this student would have erratic outbursts, screaming, throwing objects, threatening others around them, and their outbursts were usually caused by not getting to do what they wanted to do that day. Throughout the year, I started learning what strategies would calm them down. I would always make sure to give them their own time with me during the project, they were allowed to leave their seat to ask me a question if I wasn't next to them, and they were the only one allowed to take their project home immediately (if it was dry). I also would make this student a helper if he participated in the lesson and finished. This past year, this student has improved dramatically, to the point where I was able to hang their artwork in the hallway for a month! (Though we still struggle with taking things home immediately). They even come in early some days to work on the project that was assigned. I am looking forward to having this student through their elementary career and seeing all the strides they make throughout their time in my class.
|
|
|
0
link
|
|
Nancy Seagle Posts: 3
7/3/2018
|
I have a student with Emotional/Behavioral Disability and he seems to achieve much success in the art room . Lessons are giving step by step, and reflection is immediate to give reinforcement of learning and correction if needed. This way he has success without the frustration of failure. He seemed able to take the assignment in parts and build on achievement.
|
|
|
0
link
|
|
Nancy Seagle Posts: 3
7/3/2018
|
Several of my students are hearing impaired. One with a cochlear implant was non verbal and came with an aide. Task cards were used to move him into the assignment. Visually he would attempt a modeled process. And was delighted when his success modeled the example.
|
|
|
0
link
|
|
Nancy Seagle Posts: 3
7/3/2018
|
When making stories with pictures a student with OH found it easier to use stamps to create his picture. By taping the paper to the table, the student was able to manipulate the stamp with his one hand. Success was gained, and a finished product.
|
|
|
0
link
|
|
Margit Turner Posts: 3
7/7/2018
|
*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.
The most prevalent disability in my classroom lately has been ASD. The biggest challenges are sensory related, typically tactile. The way materials feel create distress for a few of my students. I have handled this by using a peer partner (when tearing, cutting or gluing), allowing alternate ways to handle the material ( such as wrapping oil pastels in tissue to hold, wearing latex free gloves when painting or using clay) and having alternate materials if we cannot find other solutions.
|
|
|
0
link
|
|
Richard West Posts: 3
7/8/2018
|
I have a student who is autistic and has troubles working and transitioning in a regular environment. In the past, the student would have melt downs and could not get past them. This student loves art and enjoys sharing his creations with myself and others. Last year, he has been coming with a para and has clear rules for what is expected. As part of the routine in art class, the student gets to share something he has drawn or created with me or the class. Also, to help with accomplishing task, a clear set of instructions are given and lessons are given in "short burst" Furthermore, when the project or task is completed, the student will show it to me and we will sit and discuss together about his the project. The student will discuss with me his project and I offer positive praise and some suggestions on things that may want to be tried. If the student misses something or does not understand, the para or some of the classmates are their to help. This student has been taught and stull is working on how to cope with the melt down times, which, are now, few and far between. In addition, for working in his special are classes, time is given in his classroom to work on something the students likes, such as Legos or other things.
|
|
|
0
link
|
|
Kelly Parker Posts: 3
7/30/2018
|
Last year was my first year teaching elementary art after several years working with high-schoolers. It was also my first experience working with students that are visually impaired. I had three students (1st grade, 5th grade and 6th grade) that were completely blind. With some grant money I was able to purchase a drawing tablet that creates textured lines so the student is able to feel their artwork. The 1st grader really enjoyed this! My 6th grader was a more motivated learner and helped me come up with accommodations for the various projects as the year progressed, but I had to get more creative when working with the 5th grader, who was fairly content with doing nothing if I didn't continuously prompt him to work. Luckily there was another student that buddied up with him that was great at not only motivating the student to work, but giving me suggestions for accommodations. I also had to make sure that I was very descriptive in my demonstrations or when showing examples so that they could mentally visualize what the other students were seeing. I must admit that I found it very difficult at times to teach Art to students that can't easily grasp visual concepts such as color. These students were definitely most successful when working on 3D projects, so I tried to provide them with tactile materials as much as possible. Sometimes asking them to create more of a relief sculpture when other students were creating a drawing/painting. But I also found that they really enjoyed working the the drawing tools and paint even though they couldn't see/feel what they had created. Most of the time I would explain the project to them, then give the options/accommodations/modifications and allowed them to take ownership of their experience by deciding how they wanted to approach the project.
|
|
|
0
link
|
|
Michelle Herkel Posts: 2
8/27/2018
|
I had a kindergarten student with Downs syndrome. She would have a para professional that was with her one on one. I would guide the lesson and then the para would walk her through the process. The student would then try and replicate what the lesson was. She would only last about 15 minutes before she would get bored and run around the room. When the other students started their work time, I then sat down with her too and would guide her through the curriculum and the art making process. I would have her call and response to things I had introduced to see if she could retain the steps. She finished the project and was able to grasp the concepts. I realized with her introducing one thing at a time was key.
|
|
|
0
link
|
|
Connie Wills Posts: 3
8/29/2018
|
I have a 4th grade student who is ADHD and it affects his whole experience in my classroom from staying focused and on-task to even staying seated long enough to create anything. I moved that student near me for redirecting. I write lesson steps on the board with visuals so the student can see what is next if they lose their place in the directions.
|
|
|
0
link
|
|
Gina Vassay Posts: 3
12/26/2018
|
I was working in an ESE Pre-K Classroom, most of the students were in the program because of Speech or Language Impairments. As a supplemental part to the curriculum, I came up with a yearlong "Art Activity", an art book corresponding to all twenty six letters of the alphabet. As each letter was discussed, identified and written throughout the year, my job was to create, teach and accommodate the lessons to be linked to an "animal art activity", starting with that letter, for example, "M is for Manatee". My overall strategy was to teach in designed, clear steps with intervals of learning, using visual and verbal instruction along with motor skill instruction. I always had a PowerPoint Presentation that was shown to the entire class first. I found this to be very useful in helping the students’ process information. Q&A was also a part of the PowerPoint Presentation. I outlined the steps to complete the project as well as instructional videos about the animal and/or art technique. To communicate to the students I used visual, textural and verbal methods of instruction. These lessons were supplemental to the curriculum and were incorporated into the regular classroom schedule, specifically during centers; we had an "art center". Students were called to participate in groups of three or four at one table. I kept in mind the skill level of each student and used peer support methodology. I used visuals as examples, picture cues or quick demonstrations for each group. Each step was simplified into direct, short language and visual modeling. Sometimes I had worksheets for the students to do first, showing or practicing a very basic drawing skill, specific to the individual lesson. By using intervals of learning, not too much information in one learning session, or one skill at a time, I found that the projects could usually be completed in 2-4 days. Specifically, for one student, non-verbal, I had to model everything. For example, if I wanted the student to draw a circle in the middle of the paper I would draw it on my own piece and say, "your turn". At other times, I would give them a modified “connect the dot worksheet” to complete a drawing, modeling each step or I would give them a traceable worksheet. If the student still could not complete the skill I would gently guide the student, hand over hand, to complete the shape(s) on their piece of paper.
|
|
|
0
link
|
|
erica bordonaro Posts: 3
12/30/2018
|
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 have a third grader who comes with a one on one. I am not sure of his official disability at this time but he functions at a kindergarten level. He is a very happy student, always smiling and very friendly. He enjoys coming to art class. He cannot last the full 35 minutes of art class on the project but the aide with him does her very best to follow the directions I give and work with him to complete most of the work. We just completed a cave art piece where he was able to do many of the tactile steps like crushing and wetting the paper, tearing the shape and painting on the colors using watercolors. When it was time to draw cave animals, which the other students could do drawing freehand, I asked him to choose which animal he wanted to make and I quickly made a negative paper stencil of the animal (stencil where the inside is removed) so he could choose his favorite oil pastel colors and fill in the stencil shape. He was very happy with the results and proud he could make what his classmates were making. I am always thinking of ways for ALL my students to get the most out of my classes. I truly believe that art is very empowering and seeing these and all students succeed through art makes my job as an art teacher so rewarding.
|
|
|
0
link
|
|
David Allen Posts: 3
1/1/2019
|
I am a proud Elementary PE teacher in Palm Beach County. One particular student that I teach has a visual impairment (low vision). Her disability affects her learning when we are outdoors in varied settings.The nature of PE of course requires following directions , mechanical movements, and often times, eye-hand coordination in many instances. Recently, my student's class was involved with striking an object with a dominant hand (volleyball). My fifth-grader was impacted by the challenge of using an underhand striking motion to contact and serve the ball. I gave her the opportunity to use a " beach ball - sized object" to practice striking repetitively to her designated partner.
Additionally, while the majority of the students were outside of the PE pavilion in the direct sunlight practicing strikes, I also strategically modified her positioning under the pavilion away from the direct sunlight, along with another 6 pairs of students. It is mandatory to keep her indirectly shielded from the sun because it impacts her disability. The class was arranged in two settings to accommodate everyone's needs as well.
|
|
|
0
link
|
|
David Allen Posts: 3
1/2/2019
|
I had a new student arrive at our school in December, and he is a 3rd grader with severe ADHD. I was directed to monitor his overall behaviors and give feedback after a Fine Arts rotation in PE. We performed a unit with right hand dominant dribbling at Grade 3. I did a teacher observation watching how he handled the task ( based on the standard) and how well he interacted with peers. Overall, I was pleased with his responsiveness to the outdoor environment for PE. At the end of PE class, we did an exit ticket, using "Think, Tac, Toe", where partners had to challenge one another to write dualing responses to a basketball dribbling question - on the white boards. The friendly nature of the assessment and being able to follow directions led to this child being successful and having fun.
|
|
|
0
link
|
|
patricia longo Posts: 3
1/9/2019
|
I am a math elementary school teacher. I recently had a student with visual impairment. I needed to make sure the student sat at a table at the front of the room when I taught whole group but I also printed out slides of my power point instruction so that he could see what I was teaching better and make notes on his paper. I also had enlarged copies of tests. Finally and most importantly, I used manipulatives that he could touch and feel to understand concepts.
|
|
|
0
link
|
|
Mary K Johnson Posts: 3
1/20/2019
|
I recently had a second grade art student with a hearing impairment. I usually wore a microphone that connected to her hearing aid to help her hear instructions over any background noise that might distract her. On the days she forgot her hearing aid, I provided written instructions for her. The assignment and steps were written on the board, but she responded very well to having instructions on her desk and an example of the artwork we were creating. I could easily check in with her and she could point to things on her paper and the instructions to ask for assistance.
|
|
|
0
link
|
|
Nicole Bradshaw-Phillips Posts: 1
1/22/2019
|
- Describe how fine arts educators can use the state and federal laws to advocate for the inclusion of students with disabilities in fine arts.
Often times fine arts educators find that our students are successful in Art; Music and P.E. the fine arts period is the most inclusive time of the school day for Elementary schools. Probably because these teachers are using another area of the brain to engage our students. Many of our student excel in their athleticism; or creative arts or even in their vocal strength. These teachers often have large groups of students to manage with many students who have a variety of disabilities and they make it happen. In regards to federal and state laws I think this is where we are most complaint.
|
|
|
0
link
|