INTRODUCTION

Throughout this section, I will describe, analyze, and reflect on an individual student with IEP (Individualized Education Program) and a student who may be eligible for special services such as an IEP or 504 plan.  I will analyze how the needs of both students are being met and how art education can allow for more flexibility and support for students. I will reflect on my own experiences with these particular students and other students who need individualized instructions. Art has the capacity to be a universal language and has to ability to benefit all students. As an educator it is important to understand laws, policies, and procedures when addressing students with special needs. To achieve an equitable learning environment support has to be differentiated for every student regardless of abilities to enable each individual to strive for and reach high standards.

DESCRIPTION OF STUDENT #1

Student #1 has an IEP and support from a Instructional Assistant (IA).

Student #1 is the in the 7th grade and is diagnosed with Down Syndrome and bilateral hearing loss. Student #1 has a wonderful personality, and is almost always smiling. He laughs often and is well liked and respected by his peers. Student #1 is non-verbal but still has the ability to communicate through body language. You can quickly tell if he is excited by something or wants absolutely nothing to do with an activity.  Student #1 wears hearing aids and has a personal FM system to help manage significant hearing loss in both ears. When addressing the class the educator must where a microphone that connects to the FM system so Student #1 can receive the instructions.  Due to this hearing loss, Student #1 rarely uses conventional speech to communicate or respond. This can make gauging his understanding difficult at times.  This student receives special education services including classroom support from a Instructional Assistant (IA). This one on one support throughout his school day guides Student #1 to build on not only on academic goals, but also social goals.

I had Student #1 when I was soloing with his class. He was engaged and excited about my lesson plan. A challenge while teaching the class was giving the individualize instruction to Student #1 that was required for him to succeed while still supporting the rest of the class. Another challenge was communicating with his IA to assure that Student #1 was capable of completing this project with a sense of independence. The class was instructed to make a wearable item out of trash and recycled materials.  I wanted to give Student #1 the choice of what he wanted to make and how he wanted to make it.  His IA insisted that he needed to be told what to make and how to make with help making it. In the end, Student #1 completed two wearable items of his choice and modeled them both down the ‘runway’ at our in class fashion show to celebrate our wearable trendy trash. Student #1 was completely involved and invested in the project and was very successful.

ANALYSIS OF STUDENT #1

Student #1 is supported at ADL so he can stay inside the classroom and gain invaluable peer interaction. This not only benefits Student #1, but his peers as well. It demonstrates to his classmates that all individuals are capable of learning regardless of their ability, and all humans regardless of their differences should be treated with respect. Student #1’s services make it possible for him to flourish inside the classroom. His IA gives him the support to stay involved and accommodates instructions so all tasks and expectations can be met, even if modifications have to be made in order for his goals to be attainable. In Student #1’s case I found the support of his IA to be frustrating at times. In the art classroom, I believed that Student #1 could be more independent than his IA allowed him to be. I had to advocate for Student #1 to have more choice and responsibility than his IA desired. She often let him play games on his IPad instead of engaging with the class. It was necessary to have a direct conversation with Student #1’s IA to make the expectations of I had for Student #1 clear. I told the IA that I wanted Student #1 to make wearable item, and that I would help him to succeed and that she just has to trust me. While working one on one with Student #1, he flourished and began to develop a clear vision for not only one wearable item, but two! At first I had found it difficult at times to tend to the overall class, while supporting Student #1. I realized that I needed to create a balance in my teaching so I can be a valued resource for all students.

REFLECTION OF STUDENT #1

In order to make myself a more balanced resource in the classroom, I began to use Student #1’s peers for support. If Student #1 needed assists with finding materials or using tools I encourages in classmates to help him. His classmates were willing and excited to help and Student #1 loved his independence while creating. Throughout working with Student #1, I realized it is extremely important to advocate for students identified as having special needs, even if that means having a few uncomfortable conversations to ensure that Student #1 is not excluded from lessons he wants to be included in. Throughout my life I was a student identified as having special needs and was removed from most of my classes in elementary school.  I was capable of more than what was expected from me, and I do not want any of my students to feel like that. I want all of my students to be encouraged to go beyond their limit, especially in the art classroom.  Having Student #1 in my art classroom was an absolute pleasure and gift and I would love to continue working with students identified as having special needs.

DESCRIPTION OF STUDENT #2

Student #2 may be eligible for special services, but is not currently supported.

Studnet #2 is a 6th grade student, who I had the challenge and pleasure of working with throughout my time soloing.  Student #2 tends to have a short fuse and many behavioral outbursts.  He has some difficulty interacting with peers, but has developed a few positive peer relationships. Student #1 means well, but struggles when a situation is presented in which he needs to remain calm and understanding. In general, he can disrupt the classroom flow and his disruptive behaviors can often be distracting. His peers would often characterize Student #2 as a bully, due to his aggressive demeanor. Although, Student #2 is not the most welcoming of students, he has a good heart and is trying to make positive shifts in his life.

The lesson I taught while soloing with this group was artic printmaking. Printmaking requires a great deal of patience and responsibility. Student #2 surprisingly struggled with the drawing portion of this assignment more than the printmaking portion. The first task of this lesson was to make a drawing of an arctic animal, Student #2 easily got frustrated with his drawing skills. He often lashed out with verbal profanities. Student #2 was unfortunately removed from school, due to in-school suspension for one week. Upon his return, with almost constant supervision he was able to successfully finish his drawing, carve his print, and create several finished prints. He thrived in the carving portion of the assignment. He was responsible with tools and focused on this work. His prints in the end were very successful and he was proud of the work he created. I believe that Student #2 would benefit from school services and added support. Student #2 has a relationship with guidance for social and emotional support, but I believe that additional supports must be put in place for this student to succeed.

ANALYSIS OF STUDENT #2

Student #2 thrives in low stress situations where there is not a lot of external stimulation. He has a troubled home life and has the insight to see what is right and wrong, but struggles to do the right thing in the moment. Student #2 is reflective and strives to succeed in the areas of life he is passionate about.  I have been able to develop an enriched relationship with Student #2. I am one of few trusted adults in Student #2’s life.  One day in class Student #2 was caught bullying his fellow peer in the art classroom. I took the bullied student in the hall to chat and find out if she was okay,  afterwards I took Student #2 in the hallway to listen to his side of the story. At first Student #2 was very defensive and borderline aggressive.  I asked Student #2 to just breathe for at least ten breaths. I asked him to sit and try to relax. I let him tell me what happened, instead of accusing him of anything.  I did not yell, nor judge Student #2 for his actions. I sat with Student #2 for at least 25 minutes and at the end of the conversation I began to provide Student #2 with coping tips to calm down. He was not used to an educator giving him a chance to speak for himself, he told me that everyone hates him and he is viewed as a trouble maker no matter if it was his fault or not. I gave him tips to walk away from conflict and to learn how to manage his anger, and told him the judgments of others is not the judgments he should have of  himself. If he chooses to change his actions and hurtful demoner then with time his reputation fade. We discussed that he must apologize to the peer he bullied and that his actions were still unacceptable, he understood. Student #2  reentered the classroom and apologized to his peer. I believe that Student #2 would be able to succeed in his goal to be a more understanding individual if he was given support to build up his sense of self. That may include academic support to build up his confidence as a student and behavioral support to learn how to break old habits and create new strategies to deal with conflict.

REFLECTION OF STUDENT #2

After getting to know Student #2 and having that conversation in the hallway, his behavior began to show improvement in art class, but still needed a lot of work. Additionally, this 6th grade class overall, has many mixed personalities and generally speaking does not mix well with each other. In the future it might be better for Student #2 to be placed in a smaller more manageable class.  Student #2 came in during lunch once or twice to talk about issues going on in his life and if I had any advice for him. Although I was glad he trusted me and found success in art class, I was not the resource he needed. I am not a trained guidance counselor or behavioral specialist. I am glad I know Student #2, but I can see how it is a slippery slope and I need to keep the school involved  just incase something needs to be reported. The most important tool to have when dealing with students who might need added support is to get to know them. Understand how to react when things aren’t going well and be one step ahead of the student. A valued skill as an educator is the ability listen patiently and without judgment. Everyone has some sort of baggage and it is important to respect that and just suggest ways of conquering self-doubt and behavioral issues with proactive healing strategies. In addition, it is important to modify instructions to fit the needs of all students. The biggest take away from having Student #2 in class was to get to know your students, connect to outside supports and resources, keep the school involved and provide proper modifications.

Principles and InTASC Standards to be Addressed:

Principle # 3: The educator understands how individuals and groups differ and creates equitable instructional opportunities that respond to the needs of all students.

Principle # 8: The educator integrates students with disabilities into appropriate learning situations.

Principle # 13: The educator understands laws related to student and educator rights and responsibilities, and applies current state and federal laws and regulations as the pertain to all children, including those who are at risk and those with disabilities, and treats students and colleagues fairly and equitably.

InTASC Standard # 2: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.