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Administrator Administrator Posts: 18
4/11/2016
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Choose One(1):
- Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
- Option 2: Think of a student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her learning. Share your response in the threaded discussion.
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Jessica Gautier Posts: 4
5/7/2016
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I have a group of students that comes in with my general 1st grade classroom. Their disabilities range from Orthopedic to Language imparment, and a child with Autism. My first grade students were reading rhythms and the class had to play them on the drum. I create a small drum circle with the group and I would say and play a rhythm and ask the child to copy after me. Almost every child did it correct on the first try. There was one student that I had to call her name and say can you watch my hand? I then said can you copy my pattern? And she was able to.
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Morgan Flanagan Posts: 3
6/22/2016
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I had a student with high functioning autism who was unable to write out responses to "exit ticket out the door' that I used as a formative assessment. The exit tickets were used to show student understanding of the key concept covered in class. To adapt my exit ticket, I turned them into multiple choice where the student needed to circle the correct answer. It was a simple change for the student but still reflected what he was able to understand from the lesson.
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Michelle J. Ottley-Fisher Posts: 3
6/23/2016
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I recently had student who is developmentally delayed and displayed levels of Specific Learning Disability. Although his physical development was within range, it was a struggle to ensure comprehension of more academic principles. I believe that using strategies like mnemonic instruction or the insertion of technology as a strategic tool would have served him very well in helping him with understanding and increase his participation in this capacity.
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Amanda Aubry Posts: 3
1/29/2017
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For my dance classes each time we learn a certain amount of new movements I will put them together in a combination. This combination becomes their performance assessment for that particular unit. There are two parts to this assessment, their actual performance of the combination and a self-critique where they identify what they did correct, what they need to improve on, and what they can do in order to improve. This is very helpful when it comes to students with physical disabilities. It allows me to see if they understand the steps and the dance technique even though they may have difficulty performing them.
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Chris Tredway Posts: 3
2/11/2017
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I had a student who a specific learning disability in reading. She would perform well on playing test but do poorly on written rhythm quizzes. I started having perform the written quizzes on her instrument instead of writing in the rhythm counts and discovered that she understand and could perform the rhythm patterns we were studying quite well.
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Sheila Ruotolo Posts: 3
2/21/2017
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I have very few (if any sometimes) students with a disablitiy in my class but my assessments are much like my college Acaubry. I too put steps together each time my students learn a handful of step in the genre they are studing for the the year. This is a very effective way to see if the student are understanding and "getting" what you're trying to teach. However, I would love (and plan to next year) try the student journal becuase while I am assessing and fixing issue that I see, I would like to know how the kids feel about what they're doing. My classes move very fast and there is no time to write things down as we're exiting or any other time, so, I feel the journal (with journel checking dates) would be a valuable tool for me to assess the childrens' knowledge and mastery of the standards I am required to teach.
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Melanie Carr Posts: 3
3/13/2017
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A few examples I've used in my course for students with disabilities are ongoing assessments that I can visually observe the child demonstrate understanding of the material. Students that are able to referee a basketball game understand the rules enough to apply them. These students may struggle on a written test for basketball rules however when asked about rules verbally or applying them they can prove their mastery. Reading questions aloud to students on a pre or post test will help students with disabilities perform to their level of mastery especially if they struggle with dyslexia or a similar disability.
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Kayla Massie Posts: 1
10/17/2017
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All of my ESOL classes are combined into one course, which helps my students out tremendously. One student in particular is very musically inclined but struggled with writing. During the dictation portion of a test, I modified the test so they would not have to write. I would say the dictation for the student and they would individually play each rhythm by the beat grouping instead of writing the rhythm. This allowed the student to still show me that they were competent in knowing what the rhythms would sound like when though they did not write them. My end goal was still accomplished.
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Anka Pink Posts: 5
10/20/2017
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A student with orthopedic impairment attended music class from time to time, as he was able to attend school due to other health impairments.
When he began attending our school, setting accommodations were made to ensure that he was able to utilize his wheelchair freely about the room. I redesigned the layout of the room to allow for larger, barrier-free areas to allow the S to access all the instruments and center locations in the same way as the rest of the class. I noticed that the change in layout allowed all of the students easier access to the materials and centers, which in turn had an impact on quicker transition times. The student was able to navigate the room freely and independently.
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Mirta J Ramos Posts: 5
12/20/2017
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Think of a student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her learning. Share your response in the threaded discussion.
In past years I've had students with learning disabilities, this affected their reading comprehension. I would allow students to take CDs home to listen to the text several times before testing. This would allow the students more time with the text and help with comprehension. When reading a play or song I would allow students to select the character they wanted to represent. During assessments students had more time to process the text.
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Maria Heredia Posts: 3
4/3/2018
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One adaptive assessment I have used for my student, in order to keep him engaged and focused, is "Kahoots" in a small group setting. There I can make up questions to test on that unit of study and all he would have to do is respond using a click of the mouse on his Chromebook.
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Amy Valerius Posts: 4
9/3/2018
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An adaptive assessment I use for my students is scheduling. If I am doing a choreography check to assess the students' mastery of the choreography, I allow my students with disabilities to show me smaller sections of choreography over several days instead of all of it in the same class period. This allows them to show me smaller sections of the choreography at a time, allowing them to remember and demonstrate their knowledge more successfully. They can remember 2 counts of 8 of choreography, but struggle to remember 8 counts of 8 altogether. I have found this to boost their confidence as it provides a better effort to success ratio!
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Liza Pereles Posts: 2
10/17/2018
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I use different modifications to make for students with ADD/ADHD. I use the principles of effective instruction when delivering lessons. I make sure that students are successful and challenged. Model cognitive strategies such as "think aloud" techniques, which help my students verbalize the thought processes they should engage in to complete the task. Cooperative groupings can also be used effectively. Finally, I give praise and feedback immediately and consistently. For maintaining student involvement in the lesson include the following:
• Keep lesson objectives clear
• Deliver the lesson at a brisk pace
• Encourage collaboration among students
• Use meaningful materials and manipulatives
• Prompt for student answers after allowing at least five seconds of wait time
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Lynn Vairo Posts: 2
3/29/2019
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In my dance class I do a number of different unit checks to make sure students are understanding how certain moves are executed. If a student is unable to perform a specific move because of a physical disability they have choices to show their understanding from verbally describing the move or being able to recognize a move from other visual representations.
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Courtney Smith Posts: 3
4/11/2019
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Utilizing graphic organizers can students with a disability to focus their ideas and choreographic choices when creating a new work. This can help to break up the overall assignment, organize their thoughts and focus their attention to choices made in the choreographic process. Another idea would be to utilize the strategy of cubing to help with writing critiques and reviews when we learn and practice analyzing dances. Using the six sided strategy also helps to break up the assignment into parts, organize thoughts and use specific prompts to promote authentic responses to a piece of dance without overwhelming a student. Then they will be able to use the information pulled from the cubing structure to guide their written final product.
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Kimberly Keck Posts: 3
5/22/2019
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I regularly use exit tickets in all of my classes, its a great way for me to have each student complete a task that I deem they need to show mastery of a skill. These exit tickets aren't always the same for each child, making it where I can modify and adapt the assessment to work with the particular student.
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Lee Taylor Posts: 3
7/29/2019
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* Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
As an intensive reading teacher I routinely used ongoing assessment for the students with disabilities in my classroom. Many, if not all, my students had some form of a disability including dyslexia. By using ongoing assessment I would be provided with immediate feedback regarding the students' progress and/or if they did not understand the lesson. Ongoing assessments would also alert me to any immediate issues which would allow me to make any immediate modifications needed to assist the student.
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Sammantha Donovan Posts: 2
9/24/2019
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I had a student with autism that couldn't be over active so I changed class and made it a yoga class. I used the sounds of the ocean in the background and we found that she really enjoyed the sounds and found her calming down. The stretching allowed her para to calm her down and massage her which helped her concentrate and show an understanding of what was expected of her. This also allowed her to participate in PE but not have to be responsible for a understanding a sport that may go too fast for her. We also used the medicine and yoga balls which allowed her to work on her motor skills
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Joe Hernandez Posts: 3
9/26/2019
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Option 1: I've had students who could not write information on an exit ticket, so I used turn and talks and listened in on the conversation to hear if the concept was heard and understood from that student. Also if they can explain the concept back to me, then I know he/she got the information or concept.
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