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Katherine Mortensen Posts: 5
6/14/2023
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As a school counselor one of my many roles is to advocate for students with special needs and disabilities and work with students families and teachers to promote their academic achievement. In developing and updating 504 plans for example, as a team we discuss accommodations to support their learning. I have many students with ADD/ADHD and one particular accommodation we’ve found to be helpful is allowing student to wear noise cancelling headphones when working independently. This aids the student in staying on task.
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Eloise Evans Posts: 11
6/29/2023
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I taught a Theatre I student who was deaf. The class was presenting a choral recitation of the Preamble to the Constitution of the United States of America during a "Remembering 9.11" coffee house showcase.My student taught the hearing class to sign the recitation while they spoke aloud. My student spoke aloud as well but was not graded by inflection or enunciation, but by sign fluidity and leadership. My student was not only accommodated but challenged in her leading her classmates in speaking her language, ASL. All the students benefited by this accommodation and assessment, as did our audience.
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Eloise Evans Posts: 11
6/29/2023
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Sherilyn, great idea tying group work and movement to memorization! It make performances more interesting and can help with learning concepts. For musical theatre, I loved using "Sing Legato" which sings the musical concept being learned. Tying in a conducting movement with the sung concept is really effective!
Sherilyn Bryan wrote:
I had several students in my musical theatre class with intellectual disabilities. They were challenged with memorization and speech. We found that performances with physical movement worked to their strengths. We also found that working in a group and following along with others also worked to their strengths. Additional rehearsal and developing routines helped them to collaborate and perform with their group.
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Eloise Evans Posts: 11
6/29/2023
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Sherilyn, great idea tying group work and movement to memorization! It make performances more interesting and can help with learning concepts. For musical theatre, I loved using "Sing Legato" which sings the musical concept being learned. Tying in a conducting movement with the sung concept is really effective!
Sherilyn Bryan wrote:
I had several students in my musical theatre class with intellectual disabilities. They were challenged with memorization and speech. We found that performances with physical movement worked to their strengths. We also found that working in a group and following along with others also worked to their strengths. Additional rehearsal and developing routines helped them to collaborate and perform with their group.
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Susan Joiner Posts: 3
6/30/2023
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RESPONSE TO THE FOLLOWING PROMPT (ADMINISTRATOR):
Describe how fine arts educators can use the state and federal laws to advocate for the inclusion of students with disabilities in fine arts.
Fine arts educators can advocate for the inclusion of students with disabilities in fine arts programs by utilizing state and federal laws. They should:
- Familiarize themselves with laws such as the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act.
- Advocate for appropriate accommodations, modifications, and access to ensure inclusion and participation.
- Collaborate with special education professionals to understand students' specific needs and identify suitable accommodations.
- Participate in Individualized Education Program (IEP) meetings to provide input on addressing students' needs within the fine arts program.
- Use data to demonstrate the positive impact of fine arts education for students with disabilities.
- Engage in discussions with school administrators and policymakers, emphasizing the importance of inclusive fine arts education.
- Seek professional development opportunities focused on inclusive arts education and supporting students with disabilities.
- Raise awareness in the community about the value of inclusive fine arts education.
By leveraging state and federal laws, collaborating with stakeholders, and advocating for the rights of students with disabilities, fine arts educators can play a crucial role in ensuring the inclusion and equitable access to fine arts education for all students.
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Susan Joiner Posts: 3
6/30/2023
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RESPONSE TO THE FOLLOWING PROMPT (ADMINISTRATOR):
Identify at least two ways school and/or district administrators can support fine arts educators' use of explicit and intensive instruction for students with disabilities.
School and district administrators play a crucial role in supporting fine arts educators in providing explicit and intensive instruction for students with disabilities. Here are two ways administrators can support them:
Professional Development and Resources: Administrators can organize and facilitate professional development sessions specifically designed for fine arts educators to enhance their understanding and implementation of explicit and intensive instruction techniques for students with disabilities. These sessions can cover topics such as differentiated instruction, Universal Design for Learning (UDL), and strategies for adapting lessons to meet diverse learning needs. By investing in targeted professional development, administrators empower fine arts educators to effectively address the unique challenges faced by students with disabilities in the arts. Administrators can also ensure that educators have access to appropriate resources, materials, and assistive technologies to support their instruction, thereby promoting inclusive practices.
Collaborative Planning and Support: Administrators can foster a collaborative culture by encouraging regular communication and collaboration between fine arts educators and special education teachers. This collaboration allows for the exchange of knowledge and strategies, promoting a more inclusive learning environment for students with disabilities in fine arts classes. Administrators can facilitate regular team meetings, where educators can discuss individual student needs, share successful instructional practices, and collectively problem-solve any challenges that arise. By providing a supportive environment and recognizing the unique expertise of both fine arts educators and special education teachers, administrators can help build effective instructional strategies that cater to the diverse needs of students with disabilities in the arts.
By implementing these strategies, administrators demonstrate their commitment to supporting fine arts educators in providing explicit and intensive instruction for students with disabilities, ultimately fostering an inclusive and enriching arts education experience for all students.
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Susan Joiner Posts: 3
6/30/2023
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RESPONSE TO THE FOLLOWING PROMPT (ADMINISTRATOR):
Identify at least two ways administrators can assist fine arts educators' in learning about how to use adapted assessment in their fine arts classroom.
Administrators can provide valuable support to fine arts educators in learning how to use adapted assessment in their fine arts classrooms. Here are several ways administrators can assist them:
Professional Development Programs: Administrators can organize and offer professional development programs specifically focused on adapted assessment in the fine arts. These programs can include workshops, seminars, and training sessions led by experts or experienced fine arts and exceptional student educators. The sessions can cover topics such as the principles of adapted assessment, assessment methods suitable for the fine arts, strategies for adapting assessments to different artistic disciplines, and best practices for implementing adapted assessment in the classroom. By providing dedicated time and resources for professional development, administrators demonstrate their commitment to supporting fine arts educators in this area.
Resource Sharing: Administrators can curate and provide fine arts educators with a variety of resources related to adapted assessment. This can include books, articles, research papers, online resources, and case studies specifically focused on using adapted assessment in the fine arts. Administrators can create a centralized repository or digital platform where educators can access and share these resources. By facilitating the sharing of information and materials, administrators help educators stay informed and inspire them to explore and experiment with adapted assessment techniques.
Collaborative Learning Communities: Administrators can foster collaborative learning communities among fine arts educators. They can create platforms or opportunities for educators to come together and engage in discussions, workshops, or study groups focused on adapted assessments. This can be done through regular meetings, professional learning communities, or online forums. By facilitating collaboration, administrators promote the exchange of ideas, experiences, and best practices, allowing fine arts educators to learn from one another and collectively enhance their understanding and implementation of adapted assessment strategies.
Ongoing Support and Feedback: Administrators can provide ongoing support and feedback to fine arts educators as they implement adapted assessment techniques in their classrooms. This can include classroom observations, coaching sessions, and regular check-ins to discuss progress and address any challenges. Administrators can offer constructive feedback, guidance, and resources to help educators refine their assessment practices and ensure they align with the goals of adapted assessment. By providing continuous support, administrators demonstrate their commitment to fine arts educators' professional growth and the effective implementation of adapted assessment.
By implementing these approaches, administrators can effectively assist fine arts educators in integrating adapted assessment into their classrooms, leading to improved student learning and achievement in the fine arts.
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Christine Pucillo Posts: 3
7/17/2023
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I have a seventh grade student who loves theatre. Between our school play and community theater, this child is casted in supporting roles for three shows each year. She has strong stage presents and stole the show in our last production. One would never know on the night of the performances that she has a learning disability. She has been diagnosed with SLD Specific Learning Disability. Where I see her challenged is memorizing lines and knowing when it is her turn to speak when she's on stage. To overcome this disability, this child works many times harder than the others to memorize her lines and has a strong enough character to keep going when other students become impatient with her. As the director I am extra vigilant to cue her when she is on stage and truth be told, she does a great job adlibbing when necessary the night of the performances. I'm so glad that this child does not let her disability hold her back from being in plays, because she is a wonderful actress and great asset to our performances.
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Christine Hinton Posts: 3
7/26/2023
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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 12th grade student with Down Syndrome, who was so excited to be in my drama class. She received her lines early on in the process for rehearsing scenes, she always worked with a buddy, and she really shined at the freedom/creativity of improvisation.
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Jill Herkel Posts: 8
8/16/2023
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I taught a 7th grade student in a wheel chair. In class I paired her up with students who would help her problem solve and movement activities we did.
The kids would "fight" over who got to help her and she loved that! Then she gained the confidence to audition for our musical. I cast her in the ensemble and we figured her wheel chair in to the choreography! The audience loved it! Because of this, she took theatre a second time and continued to be involced!
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Jill Herkel Posts: 8
8/16/2023
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I had a student with a serious Autism Spectrum diagnosis.
My students rallied around him. It took a lot of buddy work.
In the end he played a large role in my musical and went on to high school
to be in performances all 4 years!
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Timothy Mathews Posts: 3
1/18/2024
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I have students in my class who suffer from anxiety and some with coping skills due to trauma. As I work with these students, I provide them with activities and support that help them to express their emotions to push through their anxiety and any type of coping skill they may need. A lot of my theater classes are held in workshop mode and so I work with the students on a more collaborative approach with an environment that allows them to feel safe and work together. This allows everyone to feel included.
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Timothy Mathews Posts: 3
2/9/2024
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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.
I have students who have severe anxiety and coping skills with trauma. I use a lot of emotional recall and role play with the entire class to ensure this student is able to move through their day with ease.
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AventurineLe Posts: 3
8/9/2024
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Beyond the initial skill trees, Diablo 4 introduces the Paragon Board, a new system for character progression that offers additional layers of customization and growth.
Nodes and Enhancements: The Paragon Board consists of a grid where players can unlock various nodes that provide bonuses and enhancements to their character. These nodes offer a range of effects, from increasing damage output to improving defensive capabilities. Players can choose which nodes to unlock based on their desired build and playstyle.
Legendary Powers: The Paragon Board also includes spaces for Legendary Powers, which are rare and powerful abilities that can significantly alter gameplay. These powers can be combined with other enhancements to create unique and potent character builds.
Diablo 4 also introduces mounts as a new form of character customization.
Mounts: Players can acquire and customize various mounts to traverse the vast open world of Sanctuary. Mounts can be equipped with different gear and cosmetic items, allowing players to showcase their achievements and preferences while exploring the game's environments.
Accessories: In addition to mounts, players can customize their characters with a range of accessories. These include items like banners, pets, and other decorative elements that enhance the visual appeal of their characters.
Buy Diablo 4 Gold at MMOexp.com, safe and comfortable transactions, and years of experience to ensure the security of your account.
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Donna Geils Posts: 3
9/14/2024
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I had a student with Williams Syndrome who struggled to comprehend information she read, but she could memorize short lines and was very extroverted and excited about being in the stage production. With some short coaching sessions and practice, she was able to successfully perform her role multiple times during the run of the show. A few times she got overwhelmed, but keeping her in a small group helped her manage her anxiety. She really did well when we were able to put all the elements together (lines, movement/blocking, and costume).
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