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Ritchie Jackson Posts: 3
10/22/2020
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I have had several students with varying disabilities, and the most difficult to work with was one student in particular who was on the autism spectrum and although highly functional, she approached social interaction by being aggressive or disruptive -- often using profanities. She would get angry and go into very vocal tirades if she felt that she had been overlooked (say, chosen to go first in a game) or if she was in the middle of saying something and someone started talking over her. I took her aside early in the class and established trust with her, asking her to be my aide and assistant in classroom activities (which she liked). I also let her lead by example when new activities came up and the class very quickly came to expect her to lead them. Over time, this helped quell her violent outbursts and feelings of being overlooked, and lead to a sense of self-confidence in her over the course of the year.
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Martin Rohleder Posts: 3
10/29/2020
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I have been working with a student with intellectual disabilities as well as other disabilities. He was hesitant to perform or even speak in class, but now with the help of an aid that is more supportive of his abilities and temperament the student has been more apt to try and perform regularly! I have to keep a calm tone with the student and make everything sound "chill" so he doesn't build up the assignments to be something of a big deal that he wouldn't be able to handle.
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+1
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Faran Fagen Posts: 3
11/13/2020
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I once had a student on the autism spectrum. He would get frustrated when the workload became too much. I came to realize he just needed a break and would allow him to step outside with a book in the hallway for a few minutes to avoid a class interruption. I assigned a peer buddy, a girl in class he was friends with, to accompany him and help him get caught up. This worked very well with him.
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carol Posts: 6
11/24/2020
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WOW Classic - Blizzard has confirmed the release time of Wow Classic’s final raid, Naxxramas
WoW Classic's final raid, Naxxramas, set to be released in early December
Blizzard unveiled its plans for the ultimate patch of World of Warcraft Classic today, which can come on Dec. 1.
Testing for the patch, and parts of the Naxxramas raid, has been happening throughout October. And as a neighborhood of a blue post on the WoW forums, the developer said the raid and therefore the game's "Scourge Invasion" will "unlock at an equivalent time for all realms within the world in December 3."
This move by Blizzard puts the last Classic raid release extremely on the brink of when players expect retail's raid to return out, shortly following Shadowlands' Nov. 23 release date.
While Shadowlands originally had an earlier release day of Oct. 27, the postponed expansion release is closer to any Classic raid release than the other retail content. In the past, Blizzard has been relatively mindful of distancing content releases within the two games to stop overlap.
So far, Blizzard has released raids during a time-frame almost just like the way the sport originally came out. But in vanilla, Naxxramas dropped on June 20, 2006, 24 weeks after the Temple of Ahn'Qiraj (AQ). In Classic, Naxxramas is now set to return out just 20 weeks after AQ—almost a full month earlier.
While AQ was originally released on Jan. 3, 2006, the primary boss within the instance wasn't killed by any guild until Jan. 23 and therefore the final boss of the instance, C'thun, wasn't downed until April 25.
In Classic, the whole raid was cleared by every top guild within a couple of hours of it becoming accessible and they've all been farming those bosses for loot since, making the standard Classic raider significantly more geared than those from 2005.
All in all, enjoy your selves in WOWclassicgp.com Black Friday Sale! In addition, you can also buy cheap wow classic gold from us forever!
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Beth Bedee Posts: 4
12/1/2020
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- Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I once taught a student in my Drama class who was born deaf. He had a sign language interpreter who followed him to every class. When the students rehearsed scenes, he memorized his lines like every other student and signed them to his partner for the performance. I instructed both he and his acting partner that even though the interpreter had to play a part, it was important that the two maintained eye contact and spoke to one another. There was a bit of a delay, but it worked. He had more facial and body expressions than most of the students without hearing impairments.
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Beth Bedee Posts: 4
12/1/2020
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Martin Rohleder wrote:
I have been working with a student with intellectual disabilities as well as other disabilities. He was hesitant to perform or even speak in class, but now with the help of an aid that is more supportive of his abilities and temperament the student has been more apt to try and perform regularly! I have to keep a calm tone with the student and make everything sound "chill" so he doesn't build up the assignments to be something of a big deal that he wouldn't be able to handle.
My experience in a Drama I class is that a lot of students are hesitant to perform in class. Using a "chill" voice is probably a good approach with all students.
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Michelle Petrucci Posts: 3
12/9/2020
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I have had a student with hearing loss a few years ago in theatre classes and was able to adapt to his needs. In dance class, I was sure he was near the music source and myself as much as possible. I made sure I was facing him when I spoke and he was able to follow along to physical cues just fine. In musical theatre and singing classes, we worked specifically on ear training exercises using the keyboard. That way, he was able to visualize pitch along with the sound. He is now pursuing musical theatre in college.
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Katie Neal Posts: 3
12/11/2020
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I have had a student that was vision impaired. We printed her scripts with a larger font and made sure she had a partner student to guide her if needed. In the classroom, I made sure to read and describe any material presented at the front of the room.
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April Morales Posts: 3
1/7/2021
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I've had several students with autism in my performance programs. They each enjoyed being part of the ensemble, making friends, and singing/acting. Their parents were very involved, which helped immensely. I also had a student in a wheelchair (degenerative disorder) who was able to participate in dance choreography with the assistance of her cast-mates. We had a conversation about what she wanted to do, and what she was comfortable with. We ended up decorating her chair with sequins and feathers, and she was a part of the entire show.
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Cintia Ally Posts: 1
1/25/2021
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I have a student with a speech impairment. He is eager to do well and enjoys theatre, but his speaking ability slows him down.
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Holly Harris Posts: 3
2/11/2021
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I have a theatre student with lower body orthopedic issues. Moving up and down stairs and platforms on our set would be very painful and slow for this student. I find ways to block this student so his character can safely maneuver through scenes while also keeping the story intact.
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Jennifer L Julian Posts: 1
2/16/2021
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I have a student with autism spectrum disorder in my theatre class, and he loves being the center of attention. While he doesn't have issues with social interaction and talking to others, sometimes he does have an issue with appropriate social interaction, and often talks out of turn, or interrupts students when they are trying to rehears on their own. For this I will gently correct him to let him know that the student is rehearsing and he needs to be quiet for them to concentrate, and remind him that he does need to work on his own rehearsal. I am also working on him on slowing down when he speaks his lines because he talks really fast and diction is lost. This comes with rehearsal and repeated direction.
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Tiffany Melanson Posts: 1
3/2/2021
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I have had many students in the past with autism spectrum disorder. I teach creative writing and require peer workshop and written and verbal feedback. It can be a challenge for students with this disorder to communicate with other students openly. I try to assign a student peer they are familiar with to each peer feedback group. I also stay within visual range of the student so I can listen to the peer feedback and steer the conversation toward constructive feedback when a student has trouble articulating themselves in a social situation and to allow a student who is uncomfortable to cue to me a need for a break or social intervention.
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Courtney Kyle Posts: 3
3/6/2021
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I teach an Advanced Theatre course that is also coded with Access Visual and Performing Arts Students. Each activity we do in this course is group work and ensemble building. The Access students are made up of both IND and ASD. To just go with the motions and have every activity be the level of the "normal" Advanced Theatre course is not something that would have worked with these students. Days of lecturing content and reading Shakespeare are not activities that could have worked well for them to succeed or stay focused. The class had to be structured to help these students to the best of their abilities where every student from those that are labeled as gifted to those that were earning their Access class grades. As mentioned prior, most activities became group and ensemble building. The groups switched up frequently at the beginning of the year to see which students gravitated toward each other depending on their levels. Each activity would be a broad theatre concept....like Greek Theatre. Start with discussing a simple history of Greek Theatre. Then having the students each create their own Masks. Then the groups would do a choral reading as done in the early days of Greek Theatre. Each student in the group stood up and had their mask in front of their faces. The Access students that were non-verbal would still hold the mask up and be a part of their group. Being included is the most important part.
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Andrea E Hanna Posts: 3
4/25/2021
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- I currently teach various students, grades 9-12, considered the lowest cognitively functioning, with varying exceptionalities (VI, ASD, LI, SI) . All students need intensive differentiated modifications to instruction. The level of difficulty is heightened by Covid, which has forced the setting demands to online instruction. One of the most challenging students is one who is visually impaired due to brain injury, since this is a theatre class, and plays, history, characters, actions drive instruction, I have had to make many modifications.
- To ensure acquisition of knowledge and skills, I use videos or read-aloud texts, and serve as eyes and reviewer for any visual concepts or pictures the student is unable to gain audibly. If there are sections in the materials where there are only pictures, I will describe, identify colors, processes, actions, etc., so that the student gets clear images. For musicals, although the music is exciting for the student, I must share verbally dance routines, facial expressions, etc.,
- Since every student needs comprehension prompts, this strategy is necessary for all of them, so it has proven to be effective. I show the video in its entirety, (short clips), then repeat the segments stopping to ensure that students are actively engaged in the viewing or listening before repeating the process. I stop often as I view facial expressions of each student to ensure comprehension. I repeat, review, question (some students are non-verbal, so I developed various strategies to determine comprehension), until I think the information is gained and understood. Depending on the complexity of the materials, this process could be one class period, one week, or a few weeks.
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Mary McGregor Posts: 3
4/29/2021
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We have been successful in using graphic organizers to help students with specific learning disabilities to be able to write out their thoughts. I have learned that it is important to teach the student how to draw their own graphic organizer after the learn how to use them. That way they can use them in different situations.
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Caroline Carter Posts: 4
5/3/2021
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I currently have a freshman student who has an IEP (SLD) and has ADD. Being new to high school during the pandemic, the extended workload/expectations, and the fact that this student is in a Performing Arts School seems to be a lot on this student artistically and academically. They are a talented actor/performer, they seem to want to be in our arts program, but they are either far behind at turning in work (in all subject areas) or they don't turn them in at all. We have implemented new accommodations for this student to have extra time to turn in the assignments and for us to give her an extended "grace period" for artistic measurement. I know that her process time is a little longer than some other students so I always giver her extra time and one on one discussion regarding content and material being performed.
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Laura Vlach Licata Posts: 3
5/6/2021
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Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student.
I have had many students with various disabilities over the years and have made adaptations for each of them. For Visually impaired students I have used voice recordings, made larger copies, even worked with them one on one after class and at lunch time. Many times they have also been receptive to a peer to help assist them in class. Sometimes they have similar parts, which makes it nice for them to work together. What I don't do is lower my expectations for them I just adjust how they will master the objective I have set forth for them. I also have always had a great support from the vison department who help me navigate the best way to help accommodate my student.
My deaf students I was blessed to always have an interpreter and I also tried to learn as much sign as I could so that I could communicate to them on my own. At times we had to email or write notes to one another. Many of my hearing students took sign and help with the communication as well. I made sure for all my students to have things written down in hard copy to go home as well so that the parents were in the know and could be supportive and sometimes be the extra support that the student needed.
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Katrece Freeman-Boyd Posts: 4
5/7/2021
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I taught a student with autism. As I focused on characterization and movement on stage, I placed the student in a pantomime scene. He eagerly participated and eventually went on to perform at a local Junior competition. He was paired with a student to create a scene a basic scene with a beginning, middle and end. This allowed him time to move around and to actively contribute to the storyline of his scene. His enthusiasm and eagerness to develop the scene grew with complexity. Furthermore, he felt included and encouraged to express art in his way on his time.
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Jeremy Henry-Dixon Posts: 3
5/14/2021
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Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student:
I have a student who is dyslexic in my advanced theatre class. Knowing that we read plays out loud, she generally needs to have the play at least a week in advance to read through it and make notes that help her be confident, and then I encourage her throughout the process to take her time. She generally chooses roles that have less lines, and has been successful in not letting the disability get the best of her. She has been in the theatre class for all 4 of her high school years.
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Jeremy Henry-Dixon
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