6/20/2016
Topic:
Students with Disabilities
Michelle J. Ottley-Fisher
|
This year I worked with a dancer who is diagnosed with Down's Syndrome. He would, therefore, be considered intellectually disabled but, he is also language impaired. Luckily, he loved dancing and would often break out into his own performances mid-class. One of our challenges would be keeping his attention during a movement class, especially when the music was not his favorite. Giving him the opportunity, along with his classmates, to change locations on a special signal not only broke up the monotony but, also made him look out for the signal. He was also given the opportunity to change knowing he would take a little time. This was a reward for a full day's participation. |
6/23/2016
Topic:
Assessment Of Learning
Michelle J. Ottley-Fisher
|
I recently had student who is developmentally delayed and displayed levels of Specific Learning Disability. Although his physical development was within range, it was a struggle to ensure comprehension of more academic principles. I believe that using strategies like mnemonic instruction or the insertion of technology as a strategic tool would have served him very well in helping him with understanding and increase his participation in this capacity. |
6/23/2016
Topic:
Tools And Strategies
Michelle J. Ottley-Fisher
|
Option 2: With several of the dancers with ADD, SLD and most recently with the student in my classroom with Down's Syndrome, I've been able to introduce the classical ballets and and many of the story ballets, record the main idea of the ballet, discuss the characters and even analyze the movement style. I've been able to do this using technology, a form of story-mapping and incorporating repertoire from the ballet.
edited by Michelle J. Ottley-Fisher on 6/23/2016 |