7/9/2018
Topic:
Students With Disabilities
Lindsay McDade
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*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. |
7/29/2018
Topic:
Tools And Strategies
Lindsay McDade
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Describe how two strategies discussed could potentially be implemented in your classroom. Be sure to identify two strategies by name and describe how they could be used to address a student with a disabilities need.
There were many useful strategies presented in the Tools and Strategies section, many of which would benefit all students in my classroom. One strategy I thought would be useful is the letter mnemonic strategy. I liked the plot structure one used as an example. I also feel I could use this same technique with other lists we learn in theatre. An example of this would be when teaching Aristotle's Poetics it can be difficult for my students to remember the six elements, especially my students with intellectual disabilities and other health impairments. Using this strategy, I could come up with a catchy way for them to remember the elements. Another strategy that would be helpful to my students is peer partners for my students with intellectual disabilities. Peer partners could be used during projects when we are working on scenes and small plays. Another strategy I thought would help many of my students, especially students with ADD is the learning contract. Many great strategies in this section. |
8/9/2018
Topic:
Assessment of Learning
Lindsay McDade
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Describe an adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
When teaching lessons and vocabulary, I have students with disabilities use vocabulary foldables and draw images instead of writing the vocabulary words in sentences to help them understand words. Depending on the vocabulary, I have students physically get up and demonstrate things as well. This works well in theatre classes, especially when I am teaching new vocabulary for my word wall that focuses on characterization.
My students also write in journals daily. When having students write paragraphs about what they have learned from class activities, I sit down with some of my students with learning disabilities that struggle with writing and have them tell me what they have learned to make sure they are getting key concepts. |