|
Claire Fuller Posts: 5
5/22/2018
|
- 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 had a very bright boy, with depression and dysgraphia. He needed encouragement a lot, to put forth effort, when he focused he put out great product. He was given a computer for all his written work. Putting him near a friendly partner helped too.
Claire Fuller
|
|
|
0
link
|
|
Dave Thomas Posts: 4
5/29/2018
|
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities: With a student that had a Specific Learning Disability, it was necessary to reduce the rate of instruction, the time on assessment, and the amount required to be successful. For this student, a 12 term section might be limited to 6 to 8 terms that were the most important, definitions might be provided or simplified on slightly more difficult terms, extra examples might be provided of the terms, and then on quizzes, a word bank might be given where other students did not have one. Instead of having the student write out two-column notes about all the terms, a worksheet with a few missing words for the student to supply from the textbook was also given in the process of learning the terms. As these accommodations were made, the student scored well enough on the vocabulary throughout the quarter to pass on the student's own merits.
|
|
|
0
link
|
|
ANISSA RUIZ Posts: 7
6/10/2018
|
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.
I have a student who has Autism. However, he is very high-functioning. Because Drama is a very collaborative, I try to always put him in a group where he will be successful and the other students will lift him up instead of bring him down. I try to speak very clearly to him. He's great.
|
|
|
0
link
|
|
Lindsay McDade Posts: 3
7/9/2018
|
*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 had a student with Autism Spectrum Disorder. This student did quite well in my theatre class. He enjoyed group performances and reading from scripts. He had trouble memorizing lines, so I allowed him to have the script on hand to help him. Other accommodations included more detailed/step-by-step instructions both verbal and visual demonstrations. Also student needed extended time on test, with modifications on test such as different/fewer questions and word banks. Much of what was being learned could be assessed by putting it into action as well.
|
|
|
0
link
|
|
Janelle Laux Posts: 3
9/4/2018
|
- 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.
I have had several autistic students, I will focus on one in particular. This student was very timid and afraid to act in front of others, but on his own he was incredible. We started the year having his perform after school for just me, 1 on 1. Throughout the year we built him up as a class. He went through steps of performing in front of 2 students, to a group of students, and eventually for the entire class. We were able to work on his confidence and abilities through gradual steps where he felt comfortable and supported. There were times where we had to step back a step until he wanted to move on, but he eventually got it!
|
|
|
0
link
|
|
Florence Bason Posts: 3
10/3/2018
|
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.
I have a student who are language impaired. I have success incorporating body language so others are better able to understand her without having to rely on speech alone.
|
|
|
0
link
|
|
Darlene Stewart Posts: 3
10/28/2018
|
I had a student several years ago who was identified as having Asperger's syndrome. This student was a wonderful drama student and was particularly good on stage. Memorization was never a problem for this student. However, there were times my student needed extra time with written assignments. I often allowed him to take a reflection we did in class home to finish or allowed several days to work on a written assessment. This never disrupted my classroom or assessments in any way and was easy to do for this student.
I have also had a student with a hearing disability. Accommodations for this student included using a microphone for amplified speaking from the teacher. We used the microphone for a few days in my class and found that due to my projection and diction the microphone was more of a hindrance than a help. Instruction was too loud for my student if we used the provided microphone, so we simply had a physical signal to let me know if I needed to repeat or speak louder for my student to understand the instructions.
|
|
|
0
link
|
|
Angela_Borths Posts: 3
11/8/2018
|
I have a little girl in the 8th grade in a wheelchair. We built a ramp for her in my classroom so she could get on and off the stage without assistance. We also amend the choreography for her as we need to. She went to state festival with us last year, in the large group musical number. She also has a processing disorder, and that makes it hard for her to learn her line. She does a fabulous job with improv though, and got a superior at district festival. When I cast her in shows, I give her short and sweet cameo roles where she can really shine.
|
|
|
0
link
|
|
Joshua Goldstein Posts: 3
11/19/2018
|
I have a student who is developmentally delayed, and has a range of health issues. She requires a tracheostomy tube and communicates through sign language. She comes to school for short periods of the day, as her health allows, and usually makes it to my art class. The students in her class have learned some basic sign language, so that they can communicate with her, and I have made an effort to learn content specific ASL. I also have some crayons and paintbrushes with larger handles, which she finds much easier to handle.
|
|
|
0
link
|
|
Kimberlin Osofsky Posts: 4
1/15/2019
|
I have had numerous students with varying levels and types of challenges in their education journey. I currently have a student with special needs to help in deal with Asberger's Syndrome and emotional outbursts of anger. I am his "cool down" room that he is allowed to come to whenever he feels overwhelmed or triggered.
In our class I allow him to work independently in projects that he would benefit from less chatter to prevent over stimulation. He often uses technology to keep himself organized which helps him feel in more control because it is visually organized to him.
There are instances where I have specific students in the class who have a positive relationship with him work on scenes and games with him. The kids in his class are very positive and encouraging and the class is very supporting of one another. We say "if one succeeds then we all succeed" and reinforce the mandate for a classroom that is safe from negative natures that foster ridicule and criticism and cruelty.
The student began with a difficult assumption that students he did not know did not like him. We spent extra time with getting to know more about each other and this allowed him to gain a capacity for empathy which yielded respect. He let his guard down to encourage them and by doing this, he had to allow these students to also encourage him.
Does he have outbursts and get anxiety from being overwhelmed? Not as often as he used to. We have built a routine of responses he can use when triggers begin and he has learned how to recognize them earlier. At times, he will come to my room and just re-organize the props cabinet or cleaning up the costume corner just to tidy up. As he physically organizes an external challenge, he is internally organizing himself: "What am I feeling?" "What prompted this feeling?" "Is it really bad or just uncomfortable?" "What's the worst that can happen and what's the best that can happen from this?" "Where do I go from here?" etc...
Other times he will step outside the door (with my permission) and do a sensory check by putting focus on 5 things he can see, 4 things he can hear, 3 things he can physically touch or feel, 2 things he can smell and 1 thing he can taste at that moment. He helps him to calm down and center himself. He comes back in the room and let's me know what is going on and if he needs further help or he will go to one of his 2 class buddies.
|
|
|
0
link
|
|
Christa Whittaker Posts: 5
1/30/2019
|
I currently have a student, Trey, who is autistic, but very enthusiastic about theatre. He struggles with a few self control issues and social anxiety, but is very creative. I discovered that he works best alone, and not on a crew, because when I tried to put him in a crew ( thinking that other students could help him get projects done) he froze and would not do anything, but on individual portfolio type projects, he would blow everyone else out of the water and get the highest scores. Trey is in his second year of design and production, and I have given him free reign over prop creation-- he loves the research and the crafting, and he never lets me down. His confidence has soared, and he is even in our Mainstage production of A Midsummer Night's Dream as Philostrate, and he was the first one to be off book. I still have to monitor him to keep him on a timetable, but he has made tremendous progress working in the cast/crew/company and has not had a single panic attack this year.
|
|
|
+1
link
|
|
Laurie Reeder Posts: 3
3/21/2019
|
- 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.
I once had a student in my theatre class who was severely ADHD. He had such difficulties sitting for even a short amount of time. He had to be moving all of the time. Once he was on stage, he loved it, but he was always interrupting others when they were sharing ideas. He often drew attention away from what others were doing. He always wanted to be the center of attention even if it meant disrupting a class discussion. He also had trouble committing to rehearsal time. He would choose a scene, but his partners were never sure they could depend on him to come through during a performance. Fortunately, as he matured, he began to give others the opportunity to speak and to perform. By his senior year he had developed enough focus to write and direct a play of his own. His friends were so proud of what he had accomplished.
edited by Laurie Reeder on 3/22/2019
|
|
|
0
link
|
|
Tim DEBorde Posts: 3
3/22/2019
|
Had a student with Down Syndrome one year. She was one of my hardest working students and did everything asked and assigned. ONe of my earkly performance assigns was for my Middle School student to recite an 8 line poem. I required a 4 line poem for her. SHe did hers beautifully. One student was overheard saying "SHe's doing better than us." That made my day!
|
|
|
0
link
|
|
Renata Russell Posts: 3
3/28/2019
|
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.
I had a student who was diagnosed with ASD and was able to integrate within the class. The issue was, however, less with the particular student and more that the other students were not very accepting. I spoke to the class and encouraged them to utilize the strengths from each individual, how could each individual bring the ensemble to a higher level of achievement. This seemed to help some, but then I contacted the parent. I ask if her daughter with our help, could present what was actually going on with the child and educate the other students what was really going on. The day of the presentation, not a dry eye in house. The particular girl in question never was left behind, she was chosen first for every group activity. This was a class of 60. The students all collectively became her champion. It was an incredible experience for all of us. So much growth for all involved.
|
|
|
0
link
|
|
Renata Russell Posts: 3
3/28/2019
|
Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have had several students with speech impairment in the past. This can be a difficulty in a performance based theatre class. I could have had the students focus on the movement and choreography elements of performance, however, I asked them to create their performance pieces as movie scenes using iMovie. All students had a wonderful time and the students with SI did not stress as much since they had the ability to have as many takes as they desired. Actually, it became a favorite project and all wanted to have same opportunity. Benefits were 1. learning new technology 2. SI students became more confident and comfortable - even asked for some of their difficult takes to be put in the blooper reel 3. really created a wonderful ensemble feeling in the classroom. All students were assessed on their acting performances!
|
|
|
0
link
|
|
Renata Russell Posts: 3
3/28/2019
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
There have been numerous instances when students with disabilities need modifications to my standard assessments. I had a student that was physically incapable of completing the choreography for a performance unit the class was completing. Since she was unable to participate in this way, I based her assessment on her ability to identify students, who were instructed to make errors throughout the piece. and explain to them how to make corrections and repeat until the piece met her expectations. By asking her to recognize areas of weakness and encourage students to correct, she demonstrated an understanding of the required performance piece.
While I could have asked her to do only what she could, she did not feel comfortable with that and felt that it brought the wrong kind of attention to the piece. She felt well equipped to participate in this new capacity.
|
|
|
0
link
|
|
Jennifer Laudia Posts: 3
4/25/2019
|
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.
When teaching in an elementary school I was very specific with my seating chart in order to provide support for the students with behavioral accommodations. I found when the student was sitting closer to me and given tasks to be a helper the student remained focused. Step by step instructions and simple checkpoints were important for the group as a whole, not just the student with the accommodation.
|
|
|
0
link
|
|
Deborah Schmit Posts: 2
4/25/2019
|
I had a fourth grade student who was visually impaired. She had thick glasses and also used a large magnifying glass to read. In math each day, all the students were given multiplication tables and were required to put the correct answer below each multiplication problem. All students who finished within 2 minutes would be given small reward. One day, this student became extremely frustrated and began to cry because she said she knew the answers but couldn't write them fast enough. I don't know why I had not thought of it before, but after seeing her so upset, I copied all the multiplication problems on her paper by 200% and she didn't need to use her magnifying glass and after just a couple days she increased her speed writing her answers and was on the reward line with the other students.
|
|
|
0
link
|
|
Roxane Caravan Posts: 6
5/4/2019
|
What a great success story, Christa! I had a student very similar who went through my program for 4 years, and by identifying his strengths and weaknesses, he was able to make tremendous social growth throughout his years, and was even able to verbally communicate to me and his peers when he was having soical coping issues, and we had a system in place for him to remove himself from the room/stage and take a breather in order to regain composer. These students are so incredibly gifted, but we as teachers and their peers need to understand and respect their boundaries. Christa Whittaker wrote:
I currently have a student, Trey, who is autistic, but very enthusiastic about theatre. He struggles with a few self control issues and social anxiety, but is very creative. I discovered that he works best alone, and not on a crew, because when I tried to put him in a crew ( thinking that other students could help him get projects done) he froze and would not do anything, but on individual portfolio type projects, he would blow everyone else out of the water and get the highest scores. Trey is in his second year of design and production, and I have given him free reign over prop creation-- he loves the research and the crafting, and he never lets me down. His confidence has soared, and he is even in our Mainstage production of A Midsummer Night's Dream as Philostrate, and he was the first one to be off book. I still have to monitor him to keep him on a timetable, but he has made tremendous progress working in the cast/crew/company and has not had a single panic attack this year.
|
|
|
0
link
|
|
Roxane Caravan Posts: 6
5/4/2019
|
With today's classrooms being 'inclusive' in nature, I find that within all of my theatre class on all levels that there are many students with varying disabilities in each class who require accommodations. This is challenging; however, theatre is a wonderful place to accommodate students with disabilities because theatre teaches acceptance and educates human beings on the differences of humanity, and I believe that this helps both these students as well as their peers to learn to accept and understand one another for who they are, what they are able to do, and what they bring to the table.
|
|
|
0
link
|