6/17/2020
Topic:
Students With Disabilities
Julia McManus
|
I had a high-needs student that required many accommodations in order to assure his educational needs were met. He was in a wheelchair and had an aide who accompanied him and assisted him with setting up his laptop, and engaging his thumb drive, etc, as he was able to use his hands/fingers very minimally. It was suggested by the school specialists that he was: allowed extra time for assignments, allowed to receive assignments orally and individually, provided a copy of class notes and outlines, given help to remain focus via proximity control, provided with small group instruction, and given assignments ahead of time so that he can start earlier. In my Theatre class, he was usually more than able to hold his own, and was in fact one of my shining students. He was quite vocal and expressive and his peers were very understanding of his situation and quite supportive. The only accommodation I made that didn’t “come naturally” was to give any written material such as handouts or scripts to his specialist to get enlarged, as larger print was helpful for him because it is easier to read. He performed in the Arts Showcase and was a hit! |
6/17/2020
Topic:
Students With Disabilities
Julia McManus
|
Florence Fagundes wrote:
| I have had a student who had a hearing impairment. She had a device I had to wear around my neck so that she could hear me from across the room. I also learned that if I could speak with her seeing my mouth she could better understand me because there were times I would turn around toward the board when I was talking and not even realize it until she raised her hand and asked for me to repeat. I realized how important this was and also how other students benefited as well when they could see me speaking and pausing more often in between directions. | |
I have also found how making accommodations for students with disabilities has in fact been helpful for all students! Because I had a visually impaired student in a class, I would have another student communicate aloud what was happening in a pantomime (sometimes afterwards and sometimes during) so the blind student would be able to know what was going on. This was beneficial for all parties involved as it enriched their learning on several levels. |
6/17/2020
Topic:
Tools And Strategies
Julia McManus
|
I downloaded the app "Run Lines With Me" for a student with Attention Deficit Disorder to use so he could memorize lines for a scene he was in. He was having a hard time staying focused in the scene he was with the other actors, in part due to his poor (line) memorization skills. The app allowed him to work alone on his lines in a focused environment, and memorize his lines so he was able to be a confident and effective team player. |
6/17/2020
Topic:
Tools And Strategies
Julia McManus
|
Agreed! I have used this before with great results! |
6/17/2020
Topic:
Tools And Strategies
Julia McManus
|
Agreed! I have used this before with great results! |
6/17/2020
Topic:
Assessment of Learning
Julia McManus
|
I have adapted an assessment for a monologue performance for a student with cerebral palsy. One of the standards I was judging was "Clarity of Speech." This did not apply to my SWD, and he and his aide knew he was only responsible for the writing and memorizing of his monologue and would have the option to perform just for me. He still wanted to do the monologue for the class however and was able to convey his intended emotion and communicate well enough to be understood. |