1/14/2022
Topic:
Students With Disabilities
Krystal Richtmeyer
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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! |
1/19/2022
Topic:
Tools And Strategies
Krystal Richtmeyer
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Option 1:
I have used graphic organizers in my elementary dance classes. I have several 1st grade gen-ed dance classes in which 3-6 ESE students push-in to. We used a circle map to describe Gerald The Giraffe (after we read the book) and then used those words to create a movement piece. This helped because instead of having each student choose an adjective off the top of their head, this provided a list for the whole class to use.
The second tool I use all the time is Task Analysis. This is beneficial not only for students with disabilities, but for the general population of my classes. I break down each dance (move or phrase) by demonstrating it first. I then have them say the steps ... and then say the steps to a steady beat. We then practice each step together. Then we practice it slowly and little by little increase the tempo. |
1/19/2022
Topic:
Assessment Of Learning
Krystal Richtmeyer
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i have a student who is on the autism spectrum and tries really hard to follow along with dances but he can't seem to work on creating choreography (which is a pretty big chunk of my class). I give an assignment based on the lesson (for example: time, energy, animals, emotions, etc...). I know that he will just spin in circles so I won't be able to assess his knowledge of the content. I have realized this and now we discuss using words or gestures, what the meaning of my lesson is. It is a verbal response rather than a physical movement response. This seems to work well for him and it allows me to see where he stands in my lesson. |