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Scott Weill Posts: 3
12/8/2019
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On how I have adopted assessments with students with disabilities two of the things which have helped
my students with ADHD is I allow them frequent breaks from the task at hand. I also let them tell me their answers orally rather than
writing their responses as writing is often unclear and fragmented.
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Trish Grunz Posts: 3
12/17/2019
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I have adapted lessons for an ADHD student by allowing them to take extra time to complete his work and to also explore an assignment artistically for a Publicity Design assignment, he really enjoyed creating a show poster for "Sweeney Todd" but needed more time to complete the written elements like creating the Press Release and Programs. His presentation and supporting statements for his creative decisions were outstanding and he was really engaged!
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Amy Sullivan Posts: 3
12/18/2019
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Alternative assesments- a few students with ADHD get more choices in their assesment material to add engagement, and are allowed to take breaks during assessment, and are occasionally able to present answers orally.
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Monica Andrews Posts: 3
12/19/2019
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I have allowed students with severe social disabilities anxiety to view professionally recorded live performances instead of attending a live show. While it is essential that students attend a live production and experience live theatre, I understand that it may not be the best environment for everyone and must be accommodating. Each student must complete an Evaluation of a Live Performance for their midterm and final on a show they attended during that semester. For those students previously mentioned, I will allow them to watch a recorded play or musical so they may be more focused on the show and not the idea of being in a room with hundred of other people around them.
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Daniel Suarez Posts: 5
12/20/2019
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I currently have a legally blind student in my production of Beauty & The Beast. All of her scripts have to be enlarged or add to her Ipad. Due to her vision issues, I have given her a dance buddy to aid her on stage. Plus I have made extra sure that the backstage is cleared of items that could cause her to trip
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Collie Blake Posts: 3
12/24/2019
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Repeated reading has been helpful for my students who have speech impairments and hands-on activities has helped those who have challenges with memory.
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Karen Epstein Posts: 5
1/19/2020
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Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I teach theatre, musical theatre, and TV production:
In theatre:
I have a student who has ASD he receives shorter monologues to memorize and we work on one element, such as projection. He has greatly improved now and we are working on speech patter now.
I have a DHH student and I use my classroom microphone to ensure he hears the direction for the assessment and has the opportunity to ask clarifying questions before we begin.
Another student has severe anxiety and stage fright. Last semester we worked our way from group discussions, to drama games on the floor, to drama games on the stage, to one minute monologues in small group, to class performance. Last nine weeks she competed in District Festival and took home a Excellent! We continue to work on her anxiety with prompting before performing, visualization, stress management, and positive praise.
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Karen Epstein Posts: 5
1/19/2020
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I love how you found a way to include your student through her own strengths!
Theatre is special because we inherently embrace differences as strengths and support each other.
The joy of her growth through your supportive environment is very inspiring.
Thank you for sharing!
Karen Monroe wrote:
One of my students in my Theatre class has multiple disabilities; her primary exceptionality is IND and her additional exceptionality is LI. An adapted assessment I have been using for her is giving her the option to draw a visual representation of her responses to questions. She loves to draw and is quite talented at it and she asked me if she could draw a response on a recent study guide I gave the students. I discussed with her that as long as she answers the question being asked, drawings would definitely be an appropriate response. This student has grown as a theatre student by leaps and bounds since the beginning of the year and I truly believe it is largely due to the accommodations, alternative assessments and support she receives while in my class, not only from me but from her classmates.
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Billy Buff Posts: 3
2/12/2020
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Option 2: Think of a student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her learning. Share your response in the threaded discussion.
I have allowed accommodations including extra time on written assignments such as playwriting which is always done electronically through Google Documents or another typed medium. For performances, I have adapted the performance text for students with speech impairments to involve more non-verbal communication such as pantomime. Students accommodations have also included adapting for my visually impaired students any scripts or allowing for visual rather than written or oral responses on assessments.
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Matt Hodges Posts: 3
2/14/2020
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One adaptation that I have implemented in my Theater Class for students with disabilities in the area of reading and reading comprehension is the ability for them to watch a play rather than read the script. I implemented this accommodation then students needed to construct a play analysis. This accommodation allowed my students with disabilities the ability to focus on the content of the play rather than their struggle in reading the play.
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Joie Marsh Posts: 3
2/16/2020
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I have an Access Theatre class, where each student has a different disability...or multiple disabilities. To assess them on what they know in one particular way is nearly impossible. Each student requires a different method. I have had students match pictures to help understand characters, setting, and plot points. I have worked one-on-one and ask students to either speak, perform, draw or write their responses. I may even ask them to finish the line of dialogue or the action that goes with the dialogue. I have in the past had students who can use tablets to communicate and must ask them yes or no questions only because those are responses programmed in their tablet. I think teaching Access Theatre has helped me develop patience and flexibility in instruction. You can be completely amazed some days by what students can recall or understand. I have students who seem catatonic or completely ambivalent to what is happening in the classroom, but if you ask them the right question, or rather present the question the right way, they prove time and time again they are paying attention and engaged in what is happening.
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Colleen Vinson Posts: 2
2/17/2020
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As a part of my students' visual arts summative projects, they also must write answers to 4 or 5 reflection questions. These questions are about the art making process, art techniques, art terminology, art history, and artistic challenges faced while working on a particular assignment. While most students hand write the answers, some of my students prefer to take their time and type and edit answers, and others dictate their reflection question answers orally. With the students who answer orally, I often reword the questions with simpler wording. If the question is asking specifically about art terminology, I lead these students to the resources in the classroom to help them find the meanings on their own.
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Kathy Rivadeneira Posts: 3
4/10/2020
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One particular student comes to mind when I think of the assessment and accommodations checklist. He is a student with ADHD so the theatre can be a very positive environment for him. I love using on-going assessments in all my classes but I find that the class he is a part of this method is especially successful because he can often show his strengths and prove the knowledge he has gained and he takes pride in that. Task cards and exit tickets are used on a regular basis in my classes. Often the task cards are a "thumbs up" or "thumbs down" if we are in the middle of a rehearsal for example and I just need a quick check in. This actor is also a fantastic visual artist so I also will allow him to draw his response on his exit ticket. He finds he can express himself more clearly in picture than in words.
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Crystal Free Posts: 3
4/16/2020
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I teach high school theatre. The summative assessment for my costuming unit includes taking a written exam and constructing a costume. For my ESE students, I allow them to create a costume portfolio instead of either the exam or the costume itself if they do not feel that they can complete either of them. In the portfolio, students can use technology to gather a series of costumes from different time periods from online pictures or they can draw the costume designs themselves. I have found these portfolios to be very creative and inspirational to the rest of the students when they are presented by the student creator.
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Michael Lynch Posts: 3
4/24/2020
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Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I had a student with a behavioral disability, which included shorten attention span and bouts of anger from minor frustrations. When we were doing a playwriting project to assess students understanding of plot development and dramatic form, he immediately got upset and stormed out when he heard the extensive requirements. I afterwards adapted the project so that it was not so lengthy, gave him extra time to work on it, and allowed him his own choices on the plot. I also made it a point to have daily conferences with the student to check in, and made sure to constructively point out issues I saw, one at a time so he did not feel overwhelmed. He ended up creating his own world, unique characters, a functioning plot, and was able to write a multi-page script following the dramatic form and formatting requirements.
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Kimberly Coffin Posts: 3
5/21/2020
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Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I had a student with multiple impairments. Her mobility was very limited, she was intellectually impaired, and speech impaired. In order to assess her progress I usually had to have cue cards for her to point at the correct concept. Or I had her draw a picture. For example, when we discussing facial expressions I had her draw a character's face from a play to indicate whether the character was sad, happy, mad, etc.
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Kimberly Florio Posts: 3
6/8/2020
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Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I had an incredible young lady in a dance class of mine for 2 years. She had down syndrome, was non verbal and had sensory issues. The first year she was very withdrawn and would not always participate with the class but she would do 1 on 1 assessments with me. So, we would go to the backstage area, for privacy, and I would ask her to demonstrate various concepts. She did! The second year she "came out of her shell". She participated with the class, did performances where she was the focal point and willingly did the individual assessments with the rest of the class. She learned how to cope with the sensory issues of loud music, light changes, quick costume changes and fear of publicly performing.
I was producing Elf Jr. the musical. I had 5 students in the cast with varying disabilities. I partnered them up with other students in the class and that is how they maneuvered on and off stage. I did not allow the 5 students to remain in their comfort zone of each other. They had a buddy system and made it through the play with little to no mishaps. To this day those students remained great buddy/friends!
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Florence Fagundes Posts: 4
6/8/2020
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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.
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Florence Fagundes Posts: 4
6/8/2020
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
A student that I have had in the past with a disability, was given extra time to complete the task and I was to stand close to them to help them stay focused and for on-going assessment to see if they were staying on track or needed assistance.
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Susan LaMont Posts: 3
6/9/2020
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A student in 4th grade had TBI (Traumatic Brain Injury) and was a few years behind in age. He understood concepts and lessons but everything had to be slowed down. An example of adapted assessment that was successful with him were lessons with 1 step directions, or Curriculum Accomodation. The student could not retain many steps at a time so by making it simple using one step at a time, he could follow along and it gave him enough support so he could participate successfully. With each step I (or a peer sometime) would model what was to be done using visuals, vocabulary and then demonstrations. When step 1 was completed, often giving him more time, then on to step 2. I felt it was important for this artist to know he could complete a few steps at a time in hopes to decrease any anxiety. By adapting to this assessment method, he could see what he had completed and figure out for himself if he could move on or continue working, this gave him artistic control and confidence.
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