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Gabriel Saienni Posts: 3
5/1/2023
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In my musical theatre class I have a blind student. There are portions of the class where we learn choreography. It was difficult for them to see the choreography so I would let them come up with their own choreography that they felt fit the music. They often surprised me with their creativity.
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Miguel Cintron Posts: 3
5/10/2023
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I currently have a student with Multiple Sclerosis. He is an active member of my theatre program and has been in several plays and musicals in his for years of high school. He has difficulties with movement, dancing, and going up stairs since he has to focus on every step he takes. There are moments where he has to walk on the ball of his feet if he's if he has to get somewhere on stage very fast. If there is a quick change required in a show, he needs dressers to help him especially with buttons and pants. When ever I build stairs for a show, I ensure that he has a strong railing and that the stairs are evenly spaced and not too steep. I make sure the choreographers know to simplify the steps for him and place him somewhere on stage where he's comfortable and seen. I check in with him frequently to make sure he's capable and comfortable with each scene that requires a lot of physical activity.
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Miguel Cintron Posts: 3
5/10/2023
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I have a couple of students with reading disabilities. In my assessments, whether a discussions, written test, or performance, I always post the test or discussion questions, or text/script on the board, then read whatever it is we're working on aloud to help them with fluency. I also mark and highlight important parts of questions. I also demonstrate how to mark the script for parts that are important to the plot sequence or character development.
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Jennifer Goodale Posts: 6
5/12/2023
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I had a student who was selective mute. Since he was unable to respond to me verbally and generally froze when asked a question during my library media lesson, I made a book that he could use with several responses that he could choose from inside. Each page had a picture and a caption. This worked very well for him and helped him to be able to participate like the rest of the students in the class.
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Jennifer Goodale Posts: 6
5/12/2023
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That is a great idea. I love how you helped that student be successful despite his challenges.Kim Squicciarini wrote:
An example of adapted assessment I have used in the classroom for a student with disabilities is when I allowed for an assessment to be given orally and I wrote down the answers as the child dictated them to me. The child had dyslexia and ADHD and he knew the content but could not get it on paper in a way that made him feel successful in his learning. By doing it orally he was able to articulate is answers in a fashion that made his proud of his final outcome.
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Richard Borish Posts: 4
5/15/2023
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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 have a few students each year with ADHD. I like to give these students a chance to participate in TABLEAU activities. As focusing for a long stretch is difficult, Tableau allows students to focus on the motivation, emotions, and dialogue of a particular moment. When done in order, tableau exercising become the foundation for a longer scene sequence. The tableau chunks the learning into smaller sections and allow student to demonstrate mastery of the same skills.
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Timothy Beringer Posts: 3
5/25/2023
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I will use adapted assessments to give students with disabilities an opportunity to express their understanding in ways they are more comfortable. Whether I am using verbal, artistic, written, etc... I understand that many of my standards do not require a uniform expression so if a student is able to express themselves in another way, I am happy to allow them. For instance, I will routinely assess students' reflection journals by allowing them to paint/draw/model their learning.
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Sherilyn Bryan Posts: 3
6/14/2023
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Inclusion is very important to my students with disabilities therefore the adaptation to their assessment comes into the level of complexity and not the method of assessment. When roles in a classroom production are assigned we take into account the strengths of each student. I often find that their disability can become a strength or even superpower when on stage, particularly my students who are on the spectrum. Roles are assigned to highlight what each student is good at, while allowing them to practice the skills that may be more challenging. I would say scaffolding and support facilitation are the most useful assessment adaptations in my theatre classroom. Their summative assessment is their final performance. A paraprofessional may accompany some students on stage, if necessary. Or just be backstage to offer support when needed.
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Katherine Mortensen Posts: 5
6/15/2023
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I have a visual arts student with anxiety who is mute. When I meet with her (I am a school counselor) she uses a composition book I gave her that she keeps in my office to communicate with me. She also has her own special stress ball that she keeps in my office that she uses when she is experiencing high anxiety to help her decompress when needed.
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Eloise Evans Posts: 11
6/29/2023
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I had a student with profound disabilities due to Cerebral Palsy. She got around by wheelchair and communicated by a computer voice device. She spoke by typing words with her eye movement only. She participated in a number of improvisation activities by typing several canned responses which could be used at appropriate times in scene work. Her timing was impeccable! My directing student pushed her wheelchair to follow blocking and choreography. She wrote a monologue about what it was like to have cerebral palsy and be ignored by people who would only speak to her aide and didn't speak directly to her and make eye contact. When she performed the monologue by computer voice device at our final showcase coffee house, the student received a standing ovation. I'm still in contact with the student whose mother is making a documentary about her school experience.
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Eloise Evans Posts: 11
6/29/2023
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Richard De Spain wrote:
Have frequently used oral and visual assessments rather than written when the student have a physical or emotional issue which prevented them from communicating successfully in writing. It works extremely well in a theatre environment
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Eloise Evans Posts: 11
6/29/2023
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Richard De Spain wrote:
Have frequently used oral and visual assessments rather than written when the student have a physical or emotional issue which prevented them from communicating successfully in writing. It works extremely well in a theatre environment
In theatre, the active presentation of written or improvised ideas, I think oral and visual assessments are the way to assess not only students with disabilities but all general education students.
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Eloise Evans Posts: 11
6/29/2023
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Richard De Spain wrote:
Have frequently used oral and visual assessments rather than written when the student have a physical or emotional issue which prevented them from communicating successfully in writing. It works extremely well in a theatre environment
In theatre, the active presentation of written or improvised ideas, I think oral and visual assessments are the way to assess not only students with disabilities but all general education students.
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Christine Pucillo Posts: 3
7/17/2023
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My students complete many on-going formative assessment throughout the week. I have two students in my theatre class that have been diagnosed with ADHD. I look forward to using response cards with them for informal assessments. It gives them something to hold in their hands and allows for movement as they raise the cards and put them down. Response cards can help me access how well the students are leaning their own lines as well as the lines of others. For example, I can use color cards to to represent each character. After reading though a scene the first couple of times, I might ask who says, "Whos up for some high adventure?" I might also ask, "Whos line follows that line?" In addition, I would like to use exit tickets. Performance is a second assessment of learning that I use. Performance assessments as a graded summative assessment is ideal in theater class. Students with ADHD often enjoy active participation, and performance assessment allow for the animation movements they need to release.
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Christine Hinton Posts: 3
7/26/2023
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Many of the assessments in my theatre classes are performative/visual/oral, not written, so students who experience difficulty with writing are able to express themselves in ways that are more comfortable for them.
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Jill Herkel Posts: 8
8/16/2023
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I had a student with severe dyslexia but was an incredible performer!
I gave the student the script and materials 30 days prior to everyone else.
I recorded the lines and sent an MP3 to her phone. I also assigned her a "cast buddy" to
help her review lines.
She did amazing
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Jill Herkel Posts: 8
8/16/2023
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I find that in theatre written assessments work only in certain circumstances so I prefer to use oral tests or even visual assessments.
I find this is beneficial even with students without disabilities. It gives everyone a variety and they respond much more positively. It also seems
to make everyone feel as if they are on a level playing field.
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Jill Herkel Posts: 8
8/16/2023
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I have found in theatre that I have students assess each other as an alternative. They learn so much from each other.
I am able to use technology for assessments as well as oral.
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Ian C Wiskoff Posts: 7
8/27/2023
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- About a year ago I was presented with learner on the spectrum, who, although rather high functioning was essentially non- verbal, and was dealing with processing issues that made reading exceptionally difficult. When we began out review of pop art, and the practitioners of this movement, a google form test was out of the question, Even with a facilitator there was such a deficit in comprehension that many times it was a hit or miss as to whether an answer was picked correctly. I discovered however that by creating a drag and drop game using the smartboard technology, the learner was able to manipulate images and match them to the artist or vocabulary word ( illustrated as an image, not as writing) associated with each piece. The student not only did extremely well on the test, but the act of manipulation made the assessment a fun activity, as opposed to a required assessment of their knowledge. So, in that instance, it was a total win.
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Abby Sexton Posts: 3
8/30/2023
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Adaptive Assessment:
For Recorder Karate, some examples of adaptive assessments that are available to my students are:
- Allowing the student to play on their own, with a partner, or with me during the assessment.
- Allowing the student to record their belt test on their tablet and send it to me through Quaver.
- Providing alternative recorders for students with physical disabilities.
- Allowing the student choice on whether or not to play along with accompaniment for assessment.
- Allowing the student autonomy in deciding readiness to test.
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