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Faran Fagen Posts: 3
11/13/2020
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I had a student who had a 504 for ADHD who was easily distracted. I moved the a student near my desk and assigned him a peer buddy who sat next to him and kept him on task. The student's energy was rechanneled and he engaged more with the class.
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Sheila Wilson Posts: 3
12/21/2020
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I currently have a 2nd grader who is ASD. When I had him in kindergarten, he had a myriad of issues. He'd cry out, put his hands on his classmates (especially putting his hands round their neck.) Most of my time was spent redirecting his behavior.
At the start of this school year, I experienced some minor problems with him, which have since been remedied. He does not like loud sounds , so I know not to place him near the computer speakers. I use a "color" system for him (blue, green, yellow and red). He likes to be on blue. I give him a warning and most times that is enough to get him back on track. He struggles with writing things down, so I have him work with a classmate or I come by and ask him questions to check his understanding.
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Serena Young Posts: 3
2/12/2021
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I had a student in my dance class who has visually impaired. She was a bright student and thoroughly enjoyed my class. Sometimes she needed physical guidance to my instruction and with permission I was able to help engage the student with proper physical movement. I made sure she was placed in close proximity of my teachings most of the duration of our class time. If there were moments where I was unable to be at close proximity and she needed guidance I would use verbal, music, and instrumental prompts. Clapping worked well for my verbal prompts, music ques were directed as guidance for when to start/end combinations with selected music, and a tambourine was used for the instrumental prompts. All of these tools helped this talented girl feel successful in my class.
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Martha Satinoff Posts: 3
2/17/2021
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I had a couple of dance students who were Hearing Impaired however, they could hear and could see the movement and had no issues. Both were very talented. I did make sure to look in their direction, I did not give them corrections over the music, and I checked for comprehension. We were required to document if they wore their hearing aids. However, I worked with one student and parent to change that for dance as the music sounded strange through the hearing aid and she put them on after class or used them only when we had a more academic lesson. Done discreetly, it was not an issue. Being in middle school, they could have felt self-conscious but once they wore them consistently when needed, they did well and realized the value of utilizing this tool that basically allowed them to function just like the other students.
This year, with virtual learning, I have noticed how difficult it is for those with attention issues and those who have trouble following me on the screen. Extra repetition, videos to review, and trying different camera angles have been helpful. However, not having private feedback and encouragement has been a struggle. Celebrating when they do well is the key. There are so many times redirection is needed so that cannot be the only thing they hear.
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JENNIFER TURBYFILL Posts: 2
3/2/2021
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I have a student with short term memory loss. I teach the phrase in one chunk. Then go back and break it down into smaller pieces to review. I go back to the beginning to go back over the whole phrase. I always then ask questions before moving to dancing in the phrase.
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Ren Warner-Dubin Posts: 4
5/17/2021
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My IVE class was full of students who had difficulty staying on task, so I created at least 3 projects for each time they were in class, to keep the pacing fast and interesting.
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Hillary Blythe Ure Posts: 3
6/8/2021
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I had a student in my dance class that had a hearing impairment and required a hearing aid. When I gave instructions with music playing or when other students were practicing Tap independently she had difficulty hearing and comprehending instructions. I found that it helped to pause the music when giving directions and then repeat and clarify instructions to he once everyone began independent work.
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Jeanette Long Posts: 3
7/12/2021
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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.
The student on my campus is ADHD in a highly ranked Arts school. This means that the student has to keep up with highly skilled, focused dancers. The teacher ensures to chunk instruction and choreography to allow the student to learn in segments and remain more focused throughout the learning. Having a partner who redirects the student has helped as well.
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Karol Tart Posts: 3
7/24/2021
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I have a visually impaired student in my art class. I have had her for several years now and we have implemented many strategies in my class for her success with the art projects assigned. She sits at a special art table next to my white board so that when we draw or she needs to see examples of the project, she is successful because of her super close proximity. She also has a page/ board magnifying devise that helps her see enlarged versions of the work. On some occasions, I give her her own copy of the example of art we are working on. She can then physically manipulate it for closer inspection and clearer understanding of what is being created. We have found these strategies very helpful and she is performing on a comparable level with her peers in my class.
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A H Posts: 3
8/5/2021
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I had a student in my dance class a few years ago with Down Syndrome. On the first day of school I noticed she grativated toward the back of the classroom so I would sit/stand close to her during the warm up part of class. She would get upset during certain exercises she found difficult and would often quit so I started encouraging her frequently and as often as possible to build a relationship with positive reinforcement. Since there was an odd number of students in the class I would always let her be the "line leader" and we would go across the floor first together so she could be my partner. By the end of the year another dancer in class befriended her and she no longer wanted to go acrooss the floor with me or sit in the back.
edited by A H on 8/5/2021
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Krystal Richtmeyer Posts: 3
1/14/2022
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I currently teach 2 integrated 3rd grade dance classes, 2 integrated 1st grade dance classes, and 2 SE ESE classes (self contained). I find it easy to adjust and adapt my lessons when I'm teaching just my SWDs, but when I have 5 kids pushing into a class of 12 other students, I find it to be much more challenging. I am going to talk about a successful situation, though I feel they are less common than not-so-successful. I have a student who started out with me 3 years ago in a self-contained ESE dance class. He was always active, but rarely doing what I asked of him. This is the first year that he has ben pushing into my regular-ed 3rd grade class. He started off struggling - especially when we were learning new choreo. However, I found that sitting him next to one of the better dancers in the class as well as sitting him very close to the mirror has helped. He now doesn't alway require my full attention and as long as I keep a good eye on him and compliment when he is trying hard, him and I are both happy. Today was actually the 1st day he did an entire 2 minute dance without giving up or staring off into space. I was very proud of him!
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Chantell Pagan Posts: 3
3/13/2022
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I have students in my dance classes that have several disabilities. I have learned that repetition and one on one time help them while they are learning. I think it's important to have one on one time with each student, making them feel as comfortable as possible. Repetition is important especially when the students are learning the movements being taught in the lesson. I have also learned other ways that have helped the students. Standing close to the student to see how they are doing in the class is essential. It allows them to feel comfortable and feel like they too are apart of the class. Always making sure that a student feels acknowledged and comfortable is what makes me happy as a teacher.
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Kelli White Posts: 3
3/17/2022
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I currently teach a 4th grade student with some orthopedic impairments. I teach ukuleles with 4th graders. He is able to strum the ukulele with his fingers but is unable to hold strings down in the frets. So, when we learn new chords, I will tune his ukulele's strings to the chord we are learning so all he has to do is strum. When we do songs with changing chords, I split the class into groups and have him be the "leader" for his group's chord, or if I have the whole class play a full song he is "in charge" of his specific chord.
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Moenike Sims Posts: 3
4/24/2022
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One year I worked with a student who was deaf and hard of hearing. It affected his progress in the class because when explicit directions were given, many times he needed me to repeat or get closer to him to explain the instructions. A strategy that i began to implement was making sure important information was also visually available. Explicit instructions would be written and projected in front of the class so that the child could read it and use his vision to stay on track with the class. Additionally, I used a student to assist with making sure the student heard any instructions that couldn't be presented visually. The student would "check in" with the student after instructions to ensure they were heard.
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Lori Madl Posts: 4
6/9/2022
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For one semester, I had a student in a wheelchair, in middle school dance. Her teachers were trying to discourage her from being in dance class, but I welcomed her, and the possible challenges. I learned about her condition (although I don't recall what it was at this time).
She had use of her arms and legs, but no control of much else, she was strapped into her motorized wheelchair. Her paraprofessional was very accommodating and changed her into dance clothes at the beginning of the semester (usually in the clinic for privacy). After a couple of weeks, we found this to be a cumbersome task. As a modification, having the correct dance shoes was considered as her dressing out. I helped her put them on.
That semester we studied tap and jazz dance. Our building supervisor modified a rolling office chair with a harness and lowered the seat so she could touch the floor with her tap shoes. I was trained on how to correctly move her from one chair to the other. She was able to demonstrate a rough difference between a shuffle and tap. In the dance routines, she was pushed by classmates to different formations.
Her paraprofessional helped her change backstage into the costumes for the performance. She the loved the experience. The audience was beyond supportive.
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Lori Madl Posts: 4
6/9/2022
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Hillary Blythe Ure wrote:
I had a student in my dance class that had a hearing impairment and required a hearing aid. When I gave instructions with music playing or when other students were practicing Tap independently she had difficulty hearing and comprehending instructions. I found that it helped to pause the music when giving directions and then repeat and clarify instructions to he once everyone began independent work.
I recently had a hearing impaired student in my dance class. In general, I don't like to give instructions over the music, so yes, I pause the music for feedback and instructions. I also used eye contact and "thumbs up" with her/the class to verify she understood. Keep up the good work!
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Kelly Rayl Posts: 3
7/30/2022
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Abby is one of my high school dance students with Autism. She has a bubbly personality and a love for movement. She is eager to participate in class daily. I follow her IEP ,closely. Abby flourishes when the classroom routine is structured with consistence expectations. The dance class provides this for her and relieves stress. Although Abby enjoys listening to music, she has a sensitivity and trigger to certain sounds. This causes her discomfort. So, I created a safe, quiet space for Abby when she begins to feel overwhelmed and uncomfortable.
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Erica Peek Posts: 1
9/14/2022
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I have worked with students over the year with different disabilities. Each one was different and required an individual accommodation. Allowing the student to work with me to come up with the best accommodation has been invaluable. Students thrive when they are given autonomy over their environment. Allowing a student with ADHD to choose their space in class or a student with OHI to come up with their choice of signals to ask for help or assistance enables to student to feel in control of their development and take pride in their art form. Working with my student to develop accommodations for their OI enabled that student to understand how to move safely and get to most out of their art. They were able to grow along with the class and build confidence, appreciation and leadership. Their understanding of their body and how to accommodate exercises and movement for their ability allowed them to reach out to others that struggled with basic movement complications and help guide them to solutions that could work with them as well.
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Jeanne Hayslip Posts: 8
9/15/2022
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Kelly Rayl wrote:
Abby is one of my high school dance students with Autism. She has a bubbly personality and a love for movement. She is eager to participate in class daily. I follow her IEP ,closely. Abby flourishes when the classroom routine is structured with consistence expectations. The dance class provides this for her and relieves stress. Although Abby enjoys listening to music, she has a sensitivity and trigger to certain sounds. This causes her discomfort. So, I created a safe, quiet space for Abby when she begins to feel overwhelmed and uncomfortable.
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Jeanne Hayslip Posts: 8
9/15/2022
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My first experience, many years ago with a D/HH student taught me the necessity of never turning away from my student while speaking, gesturing, or presenting information. D/HH students require the accommodation of printed out notes of all class discussions and visual aids in order to learn, understand, and feel included. I was a new teacher, unaware and uniformed by guidance or administration, as this was prior to the days of IEPS and prior to IDEA legislation.
Before realizing that the student was deaf, I noticed a slight frown on her face. Initially, I wondered if she was unhappy with the class, which was senior English. Thank goodness her parents were proactive and called a conference with all of her teachers and guidance counselor. I learned that I had to write up all class notes and discussions and distribute it to her. In the classroom, I no longer walked around while speaking. I no longer talked while turning my back to write on the board or point to key items, photos, or words posted on the walls.
If a related arts teacher in music, art, PE, or dance class were to teach a D/HH student, it is imperative that they likewise always directly face the student, and as our school system now provides sign language interpreters, the student has the right to receive that accommodation.
If there is no language interpreter who can sign for the student, then the classroom teacher must spend the time looking face to face with the student or visually showing examples and written instructions. Dance movements must be shown close by the student, and repeated until the student understands the timing and pace. No counting aloud or music cues exist in the world of deaf students, yet they can most definitely dance if the teacher is precise and considerate. Creativity - whether from classmates or the instructor - is vital for students who are deaf or hard of hearing.
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