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Angela_Borths Posts: 3
11/8/2018
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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.
I did a Shakespeare Monologue unit last year. I had a girl with a processing disorder who cannot memorize lines. I gave her a very short monologue, and allowed her to call for line as often as she needed to. She was also allowed to use her monologue copy to practice, long after all the others had to be off book. I wanted to check her for understanding, not just memorization.
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Kimberlin Osofsky Posts: 4
1/15/2019
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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.
I use a graphic organizer to teach and help students visually discern story structure with the graphic of a shark and explaining the order of the story:
Prologue/Exposition is the water before the shark (Main Crisis) appears
Inciting Incident is the first bite
Rising Action follows up the dorsal fin
Climax is the top of the dorsal fin
Falling Acting follows down the fin to the tail
Resolution is the tail
Epilogue is the water after the shark/crisis has resolved
I use paper plates to assess student knowledge in film class. Each side of 2 plates has the topics of their research project: a director, a sub genre of film, a job in the film industry, title of a literature or play source upon which a film has been based
I offer prompts such as "Raise your plate showing your director's name if you director has already passed away" and assess a point accordingly.
Once a student earns 10 points, he/she may add one ingredient to one of six available cards (each card can only have 4 ingredients). I then choose one of the cards and try to cook something with those ingredients. The entire school knows I am not a cook. I bring back pictures of the process and the plate of culinary adventure. The kids get very competitive to add an ingredient and challenge me. In the process I have assessed their knowledge with active and verbal assessment as well as written since they submit the notes taken to prepare for the game.
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Christa Whittaker Posts: 5
1/30/2019
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I teach basic combat in my theatre 1 class. I had a student with cerebral palsy who was wheelchair bound but he wanted to participate. I got some nerf swords and one of the students volunteered to be his driver. They worked together so that he was able to do his combat piece. He and his fight partner decided to be pirates, and the partner pretended to be a peg-leg pirate and worked on one leg with crutches to level the playing field. They both had a blast--the driver got extra credit for participating in 2 scenes, and everyone enjoyed the performance.
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Courtney Kissling Posts: 3
2/20/2019
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I currently have a student with a speech disorder who has a pronounced stutter. When grading his performances, I focus primarily on projection and characterization, and allow any stuttering or repeating of words. He's really come a long way. We've reached a point where I haven't noticed the stutter in a few months.
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Christa Whittaker Posts: 5
3/9/2019
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In design and production class the first year is mostly project based as students build basic skills in carpentry, stage lighting, costuming/sewing, and set design. There is basic vocabulary and safety procedures that go along with just about everything we do, so with ESE students, depending on the accommodations outlined in the IEP, can easily modify the way this is taught to fit how the student learns best. With the type of hands-on learning that is required in this course, the kinesthetic involvement and creative license they are given tend to allow me to set individual learning objectives that still meet the course standards yet allow them a path to success
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Laurie Reeder Posts: 3
3/22/2019
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- I once had an acting student with downs syndrome. She actually blossomed in theatre class. I was afraid that she would be shy, but she loved having the opportunity to perform. She especially enjoyed improvisation games. I often started improv activities with pantomime for all of my students, and this was especially helpful to this student since she was more easily able to express herself in movement rather than words. Since she was able to participate so openly with pantomime, I believe it made her transition to the use of words easier because she had had earlier success.
- I also had a student with an orthopedic impairment. She was in a wheelchair, and she had trouble with writing. We had a journal entry each day, and although I told her she could abbreviate her answers and/or draw pictures to express herself, she was determined to take home any journal entries she could not complete during the opening of class and take the time to develop her answers at home. I always admired the fact that she did not want to streamline the process although it would have been easier and understandable for her to do so.
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Tim DEBorde Posts: 3
3/22/2019
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I had a great student a couple of years ago who had Downs Syngrome. I allowed several accomodations thst I used with her mainly having to do with assessed performances. On of these was her poem was not as long, 4 lines instead of 8. Another was a monol;ogue about a suphero character she created. I allowed her to use Batman and made the monologue function as a rehearsed interview with me. In group performances, I placed her with students I knew would "protect" her and give her an appropriate ole in the sketch or scene.
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Jennifer Laudia Posts: 3
4/25/2019
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Theatre can cause a lot of anxiety in stress when it comes to performance. For most units I will provide teams where students can take on different (lower focus) positions. If we are performing scenes, perhaps the student can be the director for the piece that is being performed. I am able to assess the students understand of the text and character development through a conversation rather than a memorized performance.
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Roxane Caravan Posts: 6
5/4/2019
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Option 1:
I feel that utilizing Pre-Assessment overall in the classroom is important since there are numerous students of varying disabilities in all of my Theatre classes. This enables me to identify ahead of time based on the assignment or unit which student(s) in the class that need to be appropriately accommodated as well as placed within varying cooperative groups to assure the best possible success for not only the student(s) with the disability, but also the other students in the cooperative setting.
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Roxane Caravan Posts: 6
5/4/2019
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Courtney,
That is wonderful, and I'm sure that the confidence of this student has soared! I had a student going back some years in a similar scenario, and it is remarkable how powerful theatre is for students with speech disorder once they find a safe learning environment and feel comfortable and gain confidence. Courtney Kissling wrote:
I currently have a student with a speech disorder who has a pronounced stutter. When grading his performances, I focus primarily on projection and characterization, and allow any stuttering or repeating of words. He's really come a long way. We've reached a point where I haven't noticed the stutter in a few months.
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Barbie Spears Posts: 2
5/15/2019
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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.
Last year I taught a 9th grade student with Down's Syndrome who was in a self-contained classroom. His mom asked if he could leave one period a day to join my Theatre I class. He had severe learning challenges but he was fun and enthusiastic. He was successful during the Pantomime Unit and the first Acting Scene. His mom and other teachers were very excited to learn that he could remember lines when I prompted him. One successful alternative assessment was when I was teaching costume design. The students in the classroom were studying Elizabethan costume and designing their own creations. I used the exact same design criteria and asked him to design a superhero costume. He identified different parts of the costume (mask, boots, belt) and explained how the costume made the character "powerful."
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Brooke West Posts: 3
5/23/2019
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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.
- I have students with multiple conditions that keep them from physically coming to school, sometimes months at time but their parents refuse to enroll in home school or home/hospital bound. For these students, we really on video recording and email correspondence. I send the directions to the parent, the child video records their performance, and they email it to me for grading.
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Kym O'Sullivan Posts: 3
6/11/2019
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There was an autistic student in my class last year who needed accommodations for his test taking on the history of theater. I always allowed him as much time as he needed to take the test, which was usually two class periods. Since I always allow students to take open note tests on theater history, I had to first give him extra time to take the notes from the provided student-created power point presentations. I let him take time on my computer to do this during class. With the extra time for both note taking and test taking, he always did fairly well, but certainly would not have if he had to take notes only during the presentations or take the test within one class period like the rest of his classmates.
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Kaitlin Baxter Posts: 3
6/23/2019
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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.
An adapted assessment method I've used in the classroom successfully would be creating digital quizzes and tests. SW, who has Down syndrome has great difficulty writing so when giving work in class he is encouraged and allowed to do his digitally. Some work is digital for all of the students, but things like quizzes and tests are difficult to do digitally and prevent cheating. So when it is on paper I create a digital adaptation of it. Sometimes it's merely a multiple choice quiz that he can click the letter/answer. Other times it's a PDF and he'll put his answers into an email and send them directly to me.
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PATRICIA WRIGHT Posts: 5
7/11/2019
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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. One great example I used for alternative assessments to have the student be successful was reading the questions aloud and also limiting the number of responses in the answer.
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PATRICIA WRIGHT
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Kyle Lacertosa Posts: 4
7/14/2019
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I allow students who need it, the option to take a test orally. I find this is especially helpful in the theatre history unit, since there is a lot of material to cover. I only have one or two students each year who need to utilize this option, but by giving the test orally, they are able to show me that they understand the material.
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Clifford Beaman Posts: 4
7/16/2019
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One of the options I could use in my classroom for a summative assessment with students with disabilities would be Verbal Response, to have them describe to me (or a peer) the objective of the work they created, the options, choices and challenges they encountered in creating the work, as well as how successful they believe it turned out to be, and why it was (or not) successful.
Another way to help my ASD students pre-assess what their understanding of proper social interaction during an assignment would be to have the student read the assignment directions/expectations and the steps to perform the assignment, like they were teaching someone else.
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Johanna Broihahn Posts: 6
7/23/2019
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Response to Option 1:
I have great success using response cards in my classroom when I find that some of my students with attention disorders are having a hard time focusing and need a break to talk and engage. I will pause the lesson, split the class into small groups of 3 or 4, and quickly pass out a white board and markers to each group. Then, I will ask questions based on what we just learned, giving groups time to talk and discuss before writing down their response. I count down from 5 and on “5”, groups hold up their responses. This allows me to give immediate feedback but it also gives those students a break from the lesson and time to talk with peers about the material.
I also use alternative assessments with students who are extremely shy and uncomfortable talking in front of others, or may have a speech impairment. Instead of working in small groups to make a skit (which would require them to act in front of the class), I allow these students to show their understanding by drawing a picture or writing a response. They are still showcasing their understanding, but in a way that’s more comfortable for them.
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Johanna Broihahn Posts: 6
7/23/2019
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I love that theater allowed this student the opportunity to work with other peers and also showcase his talents! The fact that he was still able to be held accountable for the costume project, but adapt it to his level and interest (I'm assuming he liked superheroes) was a great idea.
Barbie Spears wrote:
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.
Last year I taught a 9th grade student with Down's Syndrome who was in a self-contained classroom. His mom asked if he could leave one period a day to join my Theatre I class. He had severe learning challenges but he was fun and enthusiastic. He was successful during the Pantomime Unit and the first Acting Scene. His mom and other teachers were very excited to learn that he could remember lines when I prompted him. One successful alternative assessment was when I was teaching costume design. The students in the classroom were studying Elizabethan costume and designing their own creations. I used the exact same design criteria and asked him to design a superhero costume. He identified different parts of the costume (mask, boots, belt) and explained how the costume made the character "powerful."
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Marcia Moore Posts: 11
11/29/2019
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With my student with ADD and behavioral disability, I have used a couple of alternative assessments. I have found success with a self-evaluation meeting on completion of his art projects. How did he think he did? What did he like about the project? What could he have done better? What would he rate his projects from 1 - 5? All the children in this small class have the option of sharing their art work orally. Since he loves to leave his seat, this is always his choice. He shines when he is in front of the class.
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