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Administrator Administrator Posts: 18
4/11/2016
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Choose One(1):
- Option 1: Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
- Option 2: 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 identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
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Jayce Ganchou Posts: 5
5/19/2016
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Option 1: Two strategies I implement in my art room...Breaking Task Down-Chaining-I call it Chunking. I give a overall presentation of the project with Pictures of Student examples, Artist examples, Then give demonstrations or how to do in chunks. I like to break the lessons down into easy small bits, also write those steps on the board...when someone reaches the next level I demonstrate the next level and so on. Adding steps as we go. With Students with ADD or comprehension issues this allows them take small steps, then move one when successful and allows time for corrections and improvements then build on prior steps. I also have my Students do at various times and especially at the end Self Evaluations slips. It helps me find out what they struggle with and need further assistance. They also see where there are according to the rubric.
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jg
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Michelle J. Ottley-Fisher Posts: 3
6/23/2016
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Option 2: With several of the dancers with ADD, SLD and most recently with the student in my classroom with Down's Syndrome, I've been able to introduce the classical ballets and and many of the story ballets, record the main idea of the ballet, discuss the characters and even analyze the movement style. I've been able to do this using technology, a form of story-mapping and incorporating repertoire from the ballet.
edited by Michelle J. Ottley-Fisher on 6/23/2016
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Jordan Carr Posts: 3
1/25/2017
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Option 2: I have had a number of students with Anxiety Disorders who find it hard to express themselves. I pair that student up with a student they respect (who is also extremely confident) and I have them first watch others on the smartboard perform the dance steps, and then proceed to attempt themselves. Students are able to replay any dance steps they are unfamiliar or uncomfortable with.
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Amanda Aubry Posts: 3
1/29/2017
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Option 1: The first strategy I believe would be extremely helpful in my classroom is peer partners. I actually have already done this in the past when I had a student with Down's Syndrome. It helped the student remain on task because he had constant help and reinforcement. This is something that I still use and will continue to use. Not only is it helpful for the student who is disabled but it is also helpful for the partner. It gives my higher level learners more of a leadership role. The other strategy that I find very helpful is differentiated assignments. For a final project my students perform choreographed pieces on stage. When we create the dances they're performing I will often separate them into groups based on their level. Each group will be assigned movement to either create or learn for the dance. Assignment 1 may be learning a dance phrase that has already been created. Assignment 2 may be just simply taking a list (that i give them) of steps they have learned and creating a phrase by putting them in their own order. Assignment 3 may be create a phrase based on the steps we have learned in class (this group will not have a list of steps and will have to recall what they know). Assignment 4 may be create dance phrase based off of the following effort actions: glide, flick, and wring.
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Jordan Carr Posts: 3
2/2/2017
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have used "Response Cards" as a quick way to assess students before dividing them into groups. I can ask individuals, as a class, to respond to an answer. Each students speed of response, and accuracy with their answer, provides me with me an idea of what each child's knowledge of the material is. This is extremely beneficial when dividing students into groups where I want the more proficient students to assist the lower proficient students.
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Sheila Ruotolo Posts: 3
2/17/2017
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Option 1: I currently use Peer Partners in my classroom as part of my "normal" teaching style. I have at student with ASD that works with a student who has more advanced dance training aand I have discovered that both students are not only flourishing but they are also discovering something new about themselves. It's wonderful to witness. I want to try Venn Diagrams to help with terminology. I don't have much technology i my classroom but I do have a dry erase board and I feel this would help my srudents with memorizing their dance steps.
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Melanie Carr Posts: 3
3/13/2017
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Option 1:
Grouping practices like peer partners is easily used for curriculum in a physical education course. Team captains have the responsibility to help any teammates to be sure all material is understood. I have often given jobs to each teammate so they are responsible for their own agenda. Peer partners could help all students including those students that miss key items of instruction due to distractions or other processing difficulties . Hearing information explained by a peer can often help students to understand information in a simpler format and it isn't embarrassing to ask a peer for clarification like asking the teacher in front of the entire class.
Mnemonic Instruction like Letter Strategy could be used to help students remember key elements for skill performance. Each skill has multiple steps to remember for repetitive success. Acronyms like B.E.E.F for basketball shooting will help students to remember how to shoot a basketball properly. BEEF= Balance, Eyes on the hoop, Elbow in, Follow through
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Anthoinette Taylor Posts: 3
3/18/2017
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Option 2: Working with a group of students who are ADHD/ADD, I use videography as a form of technology in the classroom. I use "I do", "We do", and "You Do" in teaching steps to the students. I may need additional assistance, I have them videoed. This way they can see what they need to work on and why. It helps them to self correct quickly and keeps them focused on task at hand.
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Janice Monsanto Posts: 3
5/2/2017
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Definitely agree with Melanie. Using peer-partners or what I call dance buddies is very successful. All populations gain social skills as well as dance technique. Especially works well with the visually impaired and autistic spectrum students. Most importantly it provides the general educational students an avenue to connect and appreciate all of their peers.
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Janice Monsanto Posts: 3
5/2/2017
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An assessment strategy that i use in my classroom is peer evaluation. Students create a rubric for performance of etudes or combinations.
Students watch each other perform a and give scores to each other based on the student generated rubric. students share feedback with each other and the instructor.
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Janice Monsanto Posts: 3
5/2/2017
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- Two of the strategies that were discussed I have used in my classroom. The first is grouping practices like peer partnering work very well in a dance technique 1 class where option 1 students are placed. Peer partners help each other with dance technique and social skills. The second is Mnemonic instruction using the letter strategy for example for the definition of dance. (Dance is the Artistic form of Nonverbal Communication Expressed).
- One way I have used technology to meet the needs of a student with a disability in my classroom is the use of headphones to assist those students with hearing impairments to connect with the music or to mute some of the distracting noises for that student.
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Darlene Rossetti Posts: 4
3/11/2018
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One of the strategies that I have implemented in my classroom is cooperative learning. I find that when students with disabilities, such as ADD for instance, work in smaller groups they are more focused and they get feedback right away form other peers. I feel it's easier for them to focus and to absorb information in smaller settings. The other strategy that I implement is the chaining strategy, breaking down dance/aerobic sequences into smaller steps definitely helps all students. It is also less frustrating for students when they are learning one step at a time instead of multiple steps at once,
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Maria Heredia Posts: 3
4/3/2018
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Option 2: I have a student that is not able to write legibly or hold a pencil to accurately complete a writing assignment. My student is allowed to complete any writing assignment in Google Docs (Chromebook) and submit as needed through our Google classroom.
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James Miller Posts: 3
4/18/2018
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Option 2: I have a student "Ben" who has multiple disabilities including Downs Syndrome. He is enrolled in our dance program and finds that dance not only helps him physically, but is a powerful tool to integrate his chosen art area with academics. Our school requires students to complete a History Fair Project -- for this student I allowed "Ben" to create an interpretive dance / performance to meet this requirement. He selected a topic (The Emancipation Proclamation), researched the topic with the assistance of myself and his support aide. We then integrated this knowledge with assistance from the dance department -- "Ben" created his own choreography , enlisted several other students in the production of his performance (Technical Theater) , and performed his piece in front of classmates. This was a powerful experience for him (and myself and his parents) as he not only showed skill as a dancer, but also demonstrated higher-order thinking and processing sills; this project encouraged him not only as a dancer but also as a student of history.
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James Miller Posts: 3
4/18/2018
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Michelle J. Ottley-Fisher wrote:
Option 2: With several of the dancers with ADD, SLD and most recently with the student in my classroom with Down's Syndrome, I've been able to introduce the classical ballets and and many of the story ballets, record the main idea of the ballet, discuss the characters and even analyze the movement style. I've been able to do this using technology, a form of story-mapping and incorporating repertoire from the ballet.
edited by Michelle J. Ottley-Fisher on 6/23/2016
Useful for my students...thanks!
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James Miller Posts: 3
4/18/2018
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I have a student who is visually impaired. We are able to use adaptive technology (computer and large monitor) to increase the size of maps, charts, and graphs so that she is able to engage in the content presented in class. We have used this in conjunction with an e-reader to permit the student to use audio to enhance daily instruction.
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Wendell Simmons Posts: 5
4/27/2018
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Option 1. Peer partnering with section leaders and section members has proved very successful in my music classes. Occasionally, I have had talented students with learning disabilities who take a littler longer than other students to reach a high level of success. Since making music is a communal activity, and everyone benefits from each member of the ensemble performing on a high level, all of my students want everone to succeed in learning difficult and challenging music. Sometimes I actually assign individual students students to work together ( 2-3 students) to help each other work out a difficult passage. At other times I have the section leaders help the entire section attain a high level of success.
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Amy Valerius Posts: 4
9/3/2018
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My favorite strategy to use in my dance classes is to implement differentiated assignments. I will teach the entire class a section of choreography and then break my class into groups according to what I want them to accomplish within that class. One group may be assigned to work on the details of the choreography and to help each other in the group be able to execute the choreography exactly as taught. Another group will be required to enhance their choreography using stylization with the proper body language/ performance quality of the music or specific storyline of the dance. A different group might be working on the musicality of the choreography, making sure they are executing the steps on the proper counts. One of the groups will be working on just learning and being able to remember the choreography taught through repetition. By having the students work in groups with other students working toward the same goal allows them to help each other, and allows me to circulate among the groups and help each group with the individual goals.
A strategy that I am going to try this year will be using semantic maps in my class. I think this will help them make connections between what they already know and what they are learning. Beyond that it will help them realize the importance of a "basic" step and the correlation between it and more complex steps. The students could put a basic step in the center circle and then use the outer circles to identify more difficult steps that require the application of the basic step to execute it properly.
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Liza Pereles Posts: 2
10/17/2018
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Providing equal access to all individuals with disabilities is the key element of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1992. Students who are blind or visually impaired can benefit from involvement in dance. I will provide the student with verbal prompts or audio prompt (clapping, whistles, music or other sound source) to help the student keep oriented during movement activities Dance can improve student’s movement, coordination, independence and can also help the student increase their orientation and mobility skills. I feed participating patrons live, unscripted vocalized descriptions of the performance through headphones.
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