1/16/2022
Topic:
Students With Disabilities
Theresa West-Taylo
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I taught Art in a K-12 building in a rural area. I had a student from 6th grade through graduation with Autism or ASD. This was one of the first times I had encountered a student win the regular classroom diagnosed with ASD. Over the years we adapted the classroom as he grew and his needs changed. In the early years, he was unable to stay in the classroom if we opened smelly markers so we used markers on days he was absent. Eventually we purchased the "low odor" markers. Later, he learned to control his response to the smells and then we addressed his inability to copy notes due to his touch issues. He did NOT need to copy notes. He was able to restate everything in the notes "word for word" so we simply asked him to repeat to confirm he heard instructions and notes. His extreme aversion to touching clay prevented him from working with it, but he used foil instead. Over the years, he eventually was able to adjust, work with clay, and felt more comfortable showing his emotions through his sculptures than words. This student had great family and community support. I advocated for him with teachers occasionally who were new and did not know how to adjust their expectations to allow him creative ways of showing his command of their subject matter. He was allowed to give verbal answers to a teaching assistant during all tests. |
1/16/2022
Topic:
Tools and Strategies
Theresa West-Taylo
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1. "Reflection Strategies" and "Breaking Task Down through Task Analysis" are the two strategies I will discuss. I believe "Reflection Strategies" will help some of my students with Specific Learning Disabilities to see their own successes and also analyze how to be more successful on future tasks. We use google classroom and each of our projects has a google document with an area available for them to answer a final question regarding the learning they have just completed. Asking the question, "What part of this assignment did you find most challenging?" will encourage them to self-analyze. This question also encourages them to consider, conversely, what was easy for them. By sharing answers with classmates, they will hopefully find they had an easier time than others at times!
The Second strategy I would love to use would be "Breaking Tasks Down Through Task Analysis" to help my Autistic Spectrum Disorder students to see the instructions in small, step by step, CONCRETE and organized ways. Sometimes it can be overwhelming for a student to watch the whole demonstration and then try to complete the artwork. Even though I always write down the steps, I might not make those instructions explicit enough for a student with ASD. For example, I might say, use the watercolor paints to paint the small areas first...but I did NOT spell out...go get a container of water, chose a paint brush, get a paper towel and wet the paint with the water using the brush...All problems for some students on the spectrum. |
1/16/2022
Topic:
Assessment of Learning
Theresa West-Taylo
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I currently have a student under the EB/D category for ESE. I have used a variety of pre-assessment and on-going assessments with him. He is easily distracted so I am careful to have him near me during any assessment so I can redirect him when he gets distracted. He is allowed extra time on all assessments by 1 and 1/2 time. I am careful not to make him feel rushed but to encourage him with positive reinforcement phrases when I see him progressing through the questions or drawings. When we are preparing to complete assessments, I give him clear and consistent steps to help him get his desk ready as well as suggestions for what to do or say if he feels overwhelmed BEFORE he reaches that point. One class, when he did have a meltdown, we discussed what I would do next time to help him make the transition to his next class if he wasn't finished with the assessment. He has been allowed to use fewer sentences to complete his answers than other students. He has been allowed to complete a smaller artwork than his peers to allow him to "complete" an artwork to his comfort level. |