|
Courtney Kyle Posts: 3
3/6/2021
|
When doing any form of design in Technical Theatre, I have a student that uses a touch screen to complete his assignments. His parents have said that he is ASD but due to not having any problems with communication/language, he has not been found eligible for an IEP. He does, however, have a 504. When sketching designs on paper, I do not get anything beyond basic lines and shapes for costumes, sets, puppets, etc. When I let him use his touchscreen, he will do full detailed designs.
I have also had other students (with IEPs) that will turn in set designs that they have completed using MineCraft. They can "see" it easier in the program than when they are just putting it to paper themselves.
|
|
|
0
link
|
|
Stacy Pape Posts: 2
4/2/2021
|
After teaching Theatre for 15 years, I most recall 2 students who taught the rest of the class about empowerment, empathy, respect, and even... choreography. One student was quadriplegic (cerebral palsy) and asked to assistant choreograph. What she could not demonstrate through physicality, she could use her head and facial directions for students to correct their movements. As it turned out, she was the best dance captain we ever had and she had the capacity to memorize the choreography of 30+ performers throughout a 2 hour production, and differentiate the steps for each actor and dance (this is at the college level and she was in 7th grade). She went on to become Miss Wheelchair Florida! My student with autism was bullied by other students and as soon as he came in to our class, he felt loved and welcomed. We provided support by understanding his quirky and infectious humor, supporting him with character development, and improve his response time/ interpersonal skills with improvisation. By the end of his 8th grade year, he was a Drama Club officer, traveled to district and state thespian competitions, was in every production, and won awards for his achievement.
|
|
|
0
link
|
|
Stacy Pape Posts: 2
4/2/2021
|
This answers two of the questions, as I hit "enter" before completing the previous question.
The two strategies are tiered lessons and learning centers. I use technical adaptive devices, tablets, and computers for students to "think through" a text and create improvisational scenes to indicate the intention, objective, and throughlines of a script. Learning centers provide students with the opportunities to grow collaboratively while attending to different aspects of a play. One for character biographies (students sit and discuss a character they chose - their imagined background, what we know of their background, their status, looks, students sit in a center discussing physicality: students demonstrate, describe, or pull images from assistive device to share how they would embody the character, students sit in a center with a technical theatre grid and using technology, pencils, paper, set models and figures to envision the sets). Students also love to create and play apps, such as Cahoot for critical terms, dates, names, and vocabulary.
In addition, I always use the POP strategy when designing my lesson plans. I taught an intensive unit in my Advanced Technical Theatre class on stage makeup, involving daily labs, modeling in teaching, sequencing, and very careful pacing. One student had difficulty with fine motor skills. Instead of applying makeup to their face or their partner's, the student built upon the activity with the addition of lighting and demonstrated how stage makeup dramatically changes depending upon the lighting.
|
|
|
0
link
|
|
Andrea E Hanna Posts: 3
4/26/2021
|
Option 2- I often use technology to meet the needs of my students with disability, for the most part, successfully, as demonstrated by their continued participation in theatre and even in participating in performances as stage performers or working backstage. The most significant example was a student who joined theatre class after attending a drama club meeting with a club member. Both had been identified as ASD. Although significantly intellectually gifted (ESE identification and clearly identified by their extensive knowledge base), they had difficulty socially. It was very difficult to find roles in performances because our new comer especially, lacked facial expression and vocal clarity. After many auditions, I could see acting would take more intensive teaching, and he was becoming discouraged. Knowing some of his ASD characteristics (attention to detail, scientific, willing to learn technology, focused, etc.), I asked him to learn the new sound and light system. I explained that I really needed a 9th grader to be our main technician, with the ability to keep our system from being constantly reset and often repaired because no one really knew the system.
He agreed, hesitantly, but then went beyond expectations by seeking extra training form a family friend a professional theatre technician he knew. He set up task cards and system charts and by the end of the school year, was able to work lights and sound for various events in our auditorium. He then enrolled in theatre class, despite his participation in the Cambridge Program, and began training other ESE students selected by me, to learn the system. His ability to learn and understand the root of the technology was amazing; when something was reset purposefully or accidentally, he could identify the problem and come up with various solutions. Most significant, however, was his decision and perseverance to earn a key role in our musical; he did not sing or dance, and still had issues with voice clarity.
He was relentless and earned a main role. After extensive coaching, sometimes I had to use technical terms to get him to understand concepts and characterization, he had a solid performance. Throughout the tedious rehearsals and his upper level courses, he served as consultant and troubleshooter for the tech team. Technology was the foundation for increasing his intellectual skills, artistic skills, and performance skills. Although I am no longer sponsor for the club, he is an active member performing and managing the technology needs of the group. I am convinced that all students benefit from technology, especially students with disabilities.
|
|
|
0
link
|
|
Mary McGregor Posts: 3
4/29/2021
|
Option 1:- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
Learning Centers can help by allowing students to work at an appropriate pace for them. The centers will need clear directions to be most beneficial.
There are several ways to incorporate technology into the classroom. Using headphones to block noises that may disturb some students, allowing students to use an iPad rather than paper and pencil for note taking.
|
|
|
0
link
|
|
Caroline Carter Posts: 4
5/3/2021
|
Option 2:
In this time of a national pandemic one of the best things to come out of it is out of the box thinking and teaching. In our county, we started using the Canvas technology website. This allows students to remotely log into class (via a live TEAMS meeting) and students can access assignments (either written or video assignments.) Students have a timeline in which to turn in assignments and supports various media outlets. My teammate and I have been utilizing a website that is called FLIPGRID and this allows our students to post videos of themselves performing. This allows students to continue working on their craft but from the comfort of their home. Other students in the class can observe these performances to provide critiques (which is critical to our performances.) Flipgrid and Canvas have been a great asset to my students with disabilities. It allows that extension of time and focuses on the performing arts aspect (separate from paper/pencil.)
|
|
|
0
link
|
|
Laura Vlach Licata Posts: 3
5/6/2021
|
Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability.
Some of the students I have had are visually impaired and sometimes the scripts are not available in braille, so we have had to use voice recordings and at times super large print to make the material accessible to the students during the learning and rehearsal process. There are many programs to make things adaptive for visually impaired students and my visual resource teachers have been a Godsend helping me adapt scripts so that our visually impaired students can participate in the theatre activities with the rest of the class.
|
|
|
0
link
|
|
Crystal Hendricks Posts: 4
5/7/2021
|
I've used an Ipad to help a visually impaired student see their music better by enlarging it. I have also used SmartMusic so the students can hear their song and record as well as Flip Grid. I use Tiered Lessons often as well as technology.
|
|
|
0
link
|
|
Olga Bacher Posts: 1
5/7/2021
|
I have used the classroom soundsystem with a microphone to engage a student who is hard of hearing. The student is usually not very much engaged in music class. We were making a book come alive through using the repeated lines in the book as ostinati. The student who is hard of hearing was able to recount the whole book after we were finished with the activity.
|
|
|
0
link
|
|
Katrece Freeman-Boyd Posts: 4
5/7/2021
|
In my theatre class, I use differentiated instruction and grouping strategies. My students are provided with multiple opportunities to work with different groups and partners. This allows my most apprehensive students to engage with their peers as well as to collaborate on improvisational scenes that extend into constructed scripts for stage presentations.
|
|
|
0
link
|
|
Jeremy Henry-Dixon Posts: 3
5/14/2021
|
Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
Having a student with dyslexia, it's important for her to have access to scripts in advance, I am able to share those scripts with her electronically, making them more accessible, allowing her to zoom in and isolate sections where appropriate.
--
Jeremy Henry-Dixon
|
|
|
+1
link
|
|
Katrece Freeman-Boyd Posts: 4
5/16/2021
|
In my classes, I use sound cues to help my students to remember the next scene or step in their presentations. I also use cooperative learning to assist students who are feeling overwhelmed by the task. We are currently working on a play and it is incredible to see how the students work together to assist their peers who get confused or anxious. This provides my students with support and care through and in their dramatic presentations.
|
|
|
0
link
|
|
Patricia E Kelley Posts: 3
6/16/2021
|
I taught a recently graduated senior for 4 years who was diagnosed with dysgraphia. This made his handwriting very difficult to read and very frustrating for him when attempting to complete any hand written assignments.
The first technology he used was the video recording and camera applications on his smart phone. He recorded written board instructions, notes and visual diagrams with the video/photo application while other students recorded them in writing. In addition, all of this information was made accessible via the Canvas management system online for additional support.
The second technology he used was the word processing program on his laptop. This enabled him to transcribe his notes, complete written assignments and turn in weekly reflective progress logs. He also used spell check and grammar check applications. By using these technologies the student was able to complete assignments and meet the required class deadlines.
|
|
|
0
link
|
|
Michelle Terl Posts: 3
7/21/2021
|
Choose One(1):- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I've had a D/HH student the last 2 years in my middle school theatre class. I will also have her this year. She is Hard-of-Hearing and uses an assistive microphone device that I wear when she is in class that helps direct my voice to her hearing aids. We have also found that additional one-on-one discussion (either in-person or via text or email) has really helped her when she needed clarification on instructions. During this past year of remote learning, together we also identified and utilized closed-captioning and subtitles whenever possible for online video viewing and online tutorials. This was extremely helpful with her auditory processing issues. In addition to the technology available, I have found being proactive and keeping the communication lines open with the student, the parent, and her specific support facilitator have made it much easier for her to overcome any obstacles to meeting deadlines and/or learning the content. She is an active student in class and has been a successful performer with us during both years. She has also become confident enough to support her peers by leading and teaching them in a variety of ways. She is also now confident enough and comfortable enough with me to advocate for her peers when necessary, and for herself by asking for additional help as she needs it.
|
|
|
0
link
|
|
Kristin Voit Posts: 3
10/12/2021
|
I have used transcription software and guided reading applications to help students in my class. I have also use flipgrid, video support, and interactive computer games to assist students with learning disabilities. These tools have helped students communicate with me as well as for me to better explain and offer tiered supports.
|
|
|
0
link
|
|
Maria Campbell Posts: 3
10/15/2021
|
- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
Two ways in which I could use these strategies in my classroom are the following:
1. Use Tiered Teaching, such as task cards to help students use theater techniques and Spanish Vocab so they can master concepts.
2. Use differentiated Instruction and give students steps for higher-level thinking so they can find out more about famous Hispanic artists by using acting.
--
Maria Campbell
|
|
|
0
link
|
|
Dena Henderson Posts: 3
10/15/2021
|
I use letter strategy in my classroom as a way to help students memorize lines. Students take the the text they need to memorize and write the first letter of each word on a card. By combining memorizing the first letter it helps them remember the whole word and whole sentences etc. Another strategy I use is cooperative groups. In theatre it is imperative for them to be able to work with others. Although I sometimes let them pair themselves, I also pair them up myself so I can mix abilities. Students who are struggling with a concept may grasp it from a student who is not.
In technology, I often teach students to use the Sketch up program. This is for scenic design. If a student has physical issues that make drawing with precision difficult, the Sketch up program is computer based. They can be successful in showing their ideas. If they had to draw them out with pencil they might not be able to do that clearly or with precision.
|
|
|
0
link
|
|
Sarah LeBeau Posts: 3
10/28/2021
|
One way I have used technology in my classroom is through the use of Kahoot for preparing for written tests. This allows the student to review the material ahead of time. I have also used Canvas and Google classroom and some of their apps and 'widgets' to complete things like scene design, sound design and makeup design projects.
|
|
|
0
link
|
|
Margaret Peacock Posts: 3
1/11/2022
|
There are two strategies that I use a lot in my classroom, not only for my students with disabilities, but for all my learners. I find that most all of my learners react positively to these two strategies, and they have become fluent in their use due to their familiarity.
1. Peer partners are used regularly in my theatre class. Most tasks that my students are presented with involve the choice of a partner or the assignment of a partner. I try to pair students based on their ability, their knowledge of the subject or task, and their "helpfulness" quotient. I also try to pair students who are more outgoing with those who are less so. There is a level of comfort in having a partner supporting you, regardless of the task assigned.
2. I also use task cards, especially when introducing a new topic in class. They are created based on differing levels of skill and background knowledge, and I find that they help to keep the students very focused on the task at hand. Redirecting becomes much easier when the task is written down, and is the only thing in front of them.
|
|
|
0
link
|
|
Kea McElfresh Posts: 3
1/28/2022
|
I love to integrate technology into my instruction. With so many pieces of technology available, it's easy to help students with technology programs. I love to use BLOOKET. It covers the visual, audio, and scaffolding techniques. It also gamifies the lesson being covered and offers an edge of competition. I also use FlipGrid so students begin feeling comfortable filming themselves and responding to others as the offer necessary feedback and critiques.
|
|
|
0
link
|