11/2/2016
Topic:
Students With Disabilities
tiffanycauthen
|
I currently have a student with autism spectrum disorder. She is very shy when it comes to reading aloud or performing on stage. this limits her involvement in the class and makes it difficult for her to be engaged in what the other students are working on. in order to accomodate her, I have added in some written responses to the other student's' work in order to gauge her comprehension of the material. I am also working more one on one with her and her group in order to make sure she has the opprotunity to be on the stage without being front and center until she gets more comfortable. We are working on silent parts first and I hope to move her to verbal pieces as the year goes along. She has already been taking steps towards attempting stage movement in the safety of her group and recently performed a small skit on the stage for the first time. |
11/4/2016
Topic:
Students With Disabilities
tiffanycauthen
|
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 a 504 student with a visual impairment. In order to help him succeed in class, I have begun posting work on our grading system so he can access it on his phone through FOCUS instead of trying to read it from the powerpoint in class. This allows him to follow along on the screen during the lectures without constantly having to squint while reading. He also has a hard time with understanding verbal directions sometimes, so it allows him to go back if he needs to and reference the material again if he is unclear on something he read. |
11/4/2016
Topic:
Students With Disabilities
tiffanycauthen
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
Since we are a performance based class, I try to adapt all the rubrics for my ESE students. Our current project involves their ability to read aloud in front of a group with emotion and following a traditional storytelling style. One of my students in the class is extremely nervous about this due to her specific learning disability when it comes to reading. For her, I am adapting the rubric with accommodations for her being able to read to me first as a practice, then in a smaller group instead of the whole group. In the past, I have also accommodated ESE students with similar issues during these projects by grading them as an ongoing assessment, not giving a final grade until the last performance when they can show knowledge and growth. Instead of formal assessments along the way, I used the projects as judicious review with frequent checks to make sure they were on track. by the end of the semester, they were still expected to show the same skills and knowledge as the other students but it made them more comfortable with the idea of performing and overall made their performances at the end better. |