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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".

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.

• 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 currently have a fourth grade student with ASD. He is largely non-verbal, but will have occasional loud outbursts. Keeping his level of engagement high is a challenge, so I spoke with his instructional aide about ways to keep him engaged. He absolutely loves Sesame Street, so I have taken the opportunity to infuse my lessons with his favorite characters. For example, if we are using blue paint, I will refer to it as "Cookie Monster Blue".


I have also used some adaptive technology to help with his ability to use art tools appropriately. He loves to use technology like iPads and the computer, so wherever possible, I will allow him to use these tools instead of traditional art media (so long as it still meets the standards of the lesson we are addressing).

• Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.

I have a student with ODD (oppositional defiant disorder). He does not like to stay seated and often will get very frustrated and mistreat the materials and disrupt his tablemates, which makes it difficult for him to complete a project as instructed. Most students, after completing a project, will write a short paragraph explaining how they used the elements and principles we are covering in that project, and will read it aloud as they share their work during critique. Since this student does not stay focused for very long, I will assess his learning verbally as well as allowing him to point at his project to confirm what he knows. I will ask "how did you use value in this painting?" and he will point to it. I also encourage him to explain how. He also tends to sit by himself in order to better stay on task. I also have students who have a speech impairment. These students are given more time when answering questions in order to get their thoughts out without interruption. I also make sure to have visual aids for them to point at, if the words are too difficult to get out.

1. Two of the strategies that could potentially be implemented into my art lessons are graphic organizers and chaining. Many times my lessons have multiple steps in a process. Many times I give the directions orally while modeling each step. After I have modeled the steps involved in completing the lesson, the children begin their projects. I walk around the room and assist as needed. Each class children ask me "What were we supposed to do again?" If I implemented the strategy of graphic organizers into my lessons I could have each step of the project written in a space on the organizer for the children to refer back to while they work. Often times I think I give too many oral directions for each project. The strategy of chaining would probably be helpful as well. Taking a lesson and breaking it down into small manageable steps would make the lesson more enjoyable and understandable for my students.
2. One way I have used technology to meet the needs of a students with a hearing disability is that I wear an FM system while I teach. I wear a transmitter with a small microphone attached to it while I teach. He has a microphone in his hearing aids that allow him to hear my directions and voice clearly without being distracted by the background noise of the classroom. This also allows him to hear my voice even if my back is turned to him or I am across the classroom.
edited by Kim Andrescik on 4/27/2016
edited by Kim Andrescik on 4/27/2016
edited by Kim Andrescik on 4/27/2016