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Administrator Administrator Posts: 18
4/11/2016
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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.
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Sawyer Ramsey Posts: 3
5/9/2016
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I have a hearing impaired student that I have taught in my art class while she has been enrolled in first and second grades. Both years she has displayed a great deal of artistic talent, especially in drawing. During her first year she displayed a great interest in art and one of her pieces was chosen for the end of the year county wide Fine Arts Exhibit. I always seat her at a table near the area where I stand for the beginning directions and I give her more confidence by having a best friend in her group. She has never been bashful about asking me a question and we communicate through an adult who comes to class to sign for her. I also place an easel close to her seat where each step of the project is sequenced and illustrated. She and I both refer to the chart when she is asking me a question about the project.
After she received an implant that allows her to hear, I began wearing a hearing device that connects my voice to her hearing aid. And, although she can hear me, she still comes with an interpreter who signs. Unfortunately, she is now often pulled out of art for speech classes and when she is able to come to art she feels lost because we always seem to be in the middle of a project that we started while she was gone. I try to encourage her and cheer her up by giving her a special project that she can do in one class period and I try connect it to the project that we are tackling. I have been very discouraged by her many absences because I feel that her great gift is being put on the back burner.
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William McClendon Posts: 1
6/4/2016
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My student, "Mike", was diagnosed with slight autism. His task completion rate was almost 0% in other classes. He played percussion, or at least, he loved the percussion section. He would play snare drum, but he would constantly be in trouble due to off-task behavior. I placed him on an auxiliary percussion part with multiple (more than 3) musical responsibilities to handle, sometimes simultaneously. We took a few moments in class to demonstrate task separation. Within 15 minutes, Mike was performing all three parts with ease, and using his focus to create and enjoy the music rather than disrupt.
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ursula von bargen-seitz fortner Posts: 5
6/15/2016
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In my Orff music group I had an autistic student who responded well to expressing a given score through a dance with scarves (one in each hand). She was also able to play two Orff xylophones simultaneously. She particularly enjoyed creating her own compositions, but found it a challenge to transition to other instruments or activities within music class. She had picture cards and a visual schedule of activities to help her.
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Laura Allgood Posts: 6
6/15/2016
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I had an autistic child in my general music classroom. He was a lovable child. However it was difficult getting materials for him. For example passing out boomwackers one day he had a break down because he wanted red and all were taken. I was able to get him to work with another child and trade but he would not have continued activity until he had a red boomwacker. I had to accommodate the usual way I handle materials during instruction.
edited by Laura Allgood on 6/15/2016
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Morgan Flanagan Posts: 3
6/22/2016
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I had a student come into my room, mid-year with a documented hearing loss. I initially had her sit closest to me at all times. Being in Kindergarten she had difficulty hearing the different letter sounds to make words. She had difficulty with her vowel sounds, 'th' sound, and 's' sounds. I had her evaluated for speech and she qualified where she got speech twice a week working with a speech language pathologist. Her mother explained to me when she took her to the doctors, her hearing loss was due to the excess ear wax in her ears. Now being in 3rd grade she no longer qualifies for speech and her hearing has improved.
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Kendra Daly Posts: 1
1/2/2017
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I had a student in my dance class last year with Down Syndrome. I had him sit/stand close to the front near me during the warm up section of class, never in the back. He would give up when we got to certain stretches or moves. I used positive reinforcement and tried to encourage him as often as possible. I would demonstrate the steps or combination with him and danced with him across the floor. The part I loved the most was that the students began to help him with difficult things and demonstrate and they would encourage him every chance they got. Proud teacher moment.
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Amanda Aubry Posts: 3
1/8/2017
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About 5 years ago I had a student with down syndrome in my dance class. I always had him stand near the front of the room during class time. If he was having trouble with movement I would have my more advanced students take him aside and help explain the steps more in depth. It was a great way to get the advanced kids more of a leadership role and it gave him extra time to really understand the movement. At the end of the year we do a choreography unit. There are a number of lessons involved where they create short movement phrases based on parameters that I set. I had him work with a partner for these assignments. The final assignment is creating a full dance. He came to me and asked if he could work on it alone and I, feeling hopeful, let him do a solo piece. I have never been so proud in my years of teaching as I was when he made his final presentation. His dance met all the parameters set and was truly inspirational. He brought me to tears and I will never forget that amazing moment!
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Anthoinette Taylor Posts: 3
2/3/2017
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I have a student in my dance class who has Emotional/Behavioral Disorder. This student became very frustrated in the beginning of class because of fear of doing moves incorrectly. This student would verbally attack the other students in her frustrated state. She would scream and yell, which would turn into crying. This happen the first two weeks of practice. I noticed it as soon as we began to get set for practicing. Now, I take that same student to the side and tell her that she can do it. If she doesn't get a step correct. I just stand in front of her and do the dance with her so she can watch me. I also give her the song in advance to listen too. This has helped her not to become so frustrated. Now, she is coming to class ready and very eager to learn the next dance.
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Sheila Ruotolo Posts: 3
2/17/2017
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I currently have a student who is in the ASD category. It's challenging in the classroom mostly because of the students reactions to him. I have everything from massive compassion to giggles at his mood swings. Fortunately, I have a son who is ASD so I use a modified version of the techniques I use at home on this student. I use the word modified becuase my son while high on the scale is not as high as this young man, therefore, I have to tweek things here and there. He needs constant reassurance that he is ok because he feels things differently than the adverage student. For example, while working on pirouettes he feels "his bones crackeling and twisting off". This scares him and can set him into a mild melt down. I reassure him that he he's ok and I remind him that I understand he feels things different than his classmate, that I do believe him (that is very important because he things no one does) and that I'm watching him to make sure he doesn't get hurt. I then have him repeat it for me and praise his great work and we're able to move on. I've also found that talking in what I call "sing song" speak helps calm him down and stops the tears quickly as well. I have had to talk with the other students because they're 5th graders and have a hard time controlling the giggling. Once I did that, we're all back to a productive class and positive learning environment for everyone. I know I'll have to repeat what I'm doing to help him a lot but that's ok too...I'm used to it at home.
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Melanie Carr Posts: 3
3/13/2017
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A current student of mine has a very difficult time following directions due to a processing disability. He feels embarrassed and doesn't want to participate, because "he doesn't know what he's supposed to do." So, I assign one of his teammates to work with him and make sure he is going in the correct direction, at the correct time and this makes him much more comfortable and willing to participate.
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Deborah Walker-Tannehill Posts: 7
6/14/2017
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I have had the pleasure of a male student in my art class for two years. First, in Kindergarten and then again in first grade. He is listed as ADS and is assisted by a paraprofessional during our 40 minute class due to behavioral challenges when he becomes over stimulated through usage of art materials. My "Kyle" does not handle the sensations of touch when using liquid glue, ceramic clay, or any like materials which cause his hands to become dirty or sticky. Together, we have learned to adjust his working space so that he feels comfortable and in control of his art-making processes. He is allowed to substitute with glue sticks, tools for clay work (blunt pencils, a strip of tag board to cut clay), modeling clay rather than ceramic clay, and washcloths/baby wipes to immediately clean hands in case of distress. He prefers to sit at "his own table" with his helper, due to his tendencies of hurting others when he becomes excited (he twists others writs, pinches their shoulder, throws crayons, snatches materials and apologizes). He tries so very hard to obey classroom rules. On a good day, he will ask a friend to sit with him and I certainly allow that. On a bad day, he will yell NO! and cover his table to protect his work space. Kyle is amazingly talented in painting and could paint for hours. His erratic scribbling methods with crayons all but disappears with the exchange for a paintbrush. He is my cleaning helper because collecting materials gives him something constructive to do yet remain active, while the other students are lining up to leave. Otherwise, Kyle would not handle waiting in line for others and hurt someone. He loves art and has slowly ventured past paint to gel pens, paper sculpture with glue sticks, and even made a ceramic sea turtle near our sink area "just in case".
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Gloria Lockley Posts: 3
8/22/2017
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I am responding to: 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. One,by budgeting items that support the teachers efforts to provide accommodations to the students in the fine arts. Two, by supporting the ideas and efforts that teachers include in their plans for services to students with disabilities by observing classroom instructions and making suggestions that support the teachers efforts and instruction. Administrators should also review plans to ensure that federal and state laws are being followed and that the proper accommodations are being provided. Administrators should have an active supportive role in the implementation of services to all students
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Gloria Lockley Posts: 3
8/22/2017
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I am responding to:Identify at least two ways administrators can assist fine arts educators' in learning about how to use adapted assessment in their fine arts classroom. One by reviewing plans and providing or identifying professional development activities that assist the teacher with the development of adapted assessments for their students.Two, by ensuring that resources are available to the teacher to enable them to execute the adaptive assessment such as equipment, etc. as well as ensuring the the adapted assessment is designed to meet students needs. The administrator should also review data with the teacher and provide feedback to ensure that the desirable results are being obtained or if modifications are needed.
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Amy Valerius Posts: 4
10/10/2017
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I had a mildly autistic student in my dance class in previous years. They learned at a slower pace than the majority of the class, as well as needed a much more comprehensive review period before learning a new skill. I began to learn when they were becoming "overstimulated" with the music and movement of others in the class. During these times I would pull the student aside and have one of my other students go over the steps one on one. I found that to be an effective way to keep this student engaged without getting frustrated.
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Darlene Rossetti Posts: 4
3/10/2018
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I had a student in class who was Hard- of -Hearing. This affected her learning in the sense that if I wasn't close to her or facing her she would have missed information needed to be successful. I always made sure that she was up in the front of the room with me and that she could see me when I was speaking, even if it was in the reflection of the mirror. I would also check with her to make sure she understood what we were doing so that she wouldn't feel lost and frustrated.
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Darlene Rossetti Posts: 4
3/10/2018
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Melanie Carr wrote:
A current student of mine has a very difficult time following directions due to a processing disability. He feels embarrassed and doesn't want to participate, because "he doesn't know what he's supposed to do." So, I assign one of his teammates to work with him and make sure he is going in the correct direction, at the correct time and this makes him much more comfortable and willing to participate.
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Darlene Rossetti Posts: 4
3/10/2018
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I find pairing students up like that really does help them in a positive way and makes them feel more comfortable.
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Maria Heredia Posts: 3
4/3/2018
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Although my student has not been officially labeled (parent is in denial waiting on final meeting), I've had to make a few accommodations for my one student throughout the year. With his inability to focus on his work and constantly be distracted I've had to find to things of interest to him as rewards for work completion. My student must sit closer to the front of the classroom. He is perfectly fine with his assigned seating because he is not very social with his peers. Very close proximity is also implemented to help him be more engaged and focused.
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Cynthia Johnson Posts: 3
5/4/2018
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I had a student with hearing loss in my chorus and musical theatre classes. To assist him, I made sure to place him near speakers and to make sure he could see when I spoke. Occasionally, he would have difficulties matching pitch. I found, that he could feel the placement in the resonators and cheekbones and could use that as a way to help his pitch. He played a leading role in a musical. I had visual cues for him backstage so that he could know his entrances.
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