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Tammy Eggebrecht Posts: 1
6/4/2021
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I had a four year old student with an intellectual disability as well as physical disabilities and unable to walk. At music time, we would lift her out of her chair and have her sit with support on the carpet with her classmates. We got her involved as much as possible...hand over hand assistance with trying out instruments, clapping, body movements with the music, etc. She also enjoyed tactile stimulation such as scarves gently flowing across her skin. Seeing her smile was the best!
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Patricia E Kelley Posts: 3
6/16/2021
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Recently I had 2 students who were diagnosed with diagnosed with Postural Orthostatic Tachycardia Syndrome (POTS). I was not familiar with this syndrome but learned that the students could experience light headedness, fainting and rapid heartbeat. For their protection, these students were not permitted to work in areas back stage alone. We always had them work with partners or teams. We also developed clear communication with those students. In that way, they could make us aware of oncoming symptoms and we could take the appropriate actions such as getting them in to a reclining position or getting medical help when necessary.
We also applied these protocols in class as well.
At times the symptoms were more severe and the students were not able to attend class in person. We utilized Canvas and Teams to allow them to access classwork remotely. During costume building phase, we also prepared supply kits that could be sent home so they could continue construction for productions and participate in class.
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Daniel Wood Posts: 3
6/28/2021
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I had a student with autism and it wasn't identified to me he had it right away. I reached out and learned more about it. I modified how I dealt with him, but made him fit in and not bring attention to it. I used different strategies with him and learned how he could manage long rehearsals better and how to break it up for him. I used different communication styles with him and even sometimes texting with permission as he responded better to text than verbal sometimes. I tried to get him to expand his social skills and cueing. Through different approaches and modifications he felt better about himself and worked better with the other kids and they understood him better as well. IT made it a win/win for all and he graduated from the band program and made a positive mark on the program and for himself
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Valerie Anthony Posts: 2
7/6/2021
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My student would violently sway when overwhelmed or anxious. Allowing her to step out of the classroom helped. She also loved to read out loud, it seemed to comfort her, so I frequently asked her to read.
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Michelle Terl Posts: 3
7/21/2021
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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. Share your response in the threaded discussion. | |
Over the years, I have had several students with Autism Spectrum Disorder (ASD). Each student presented with a different level of functioning and challenge. Most recently, I had a student for three years in my middle school theatre program. He struggled with learning to focus on the task at hand, and with responding appropriately in certain situations. I found that creating a strong relationship with him helped us when I needed to pull him aside for quiet redirection. I also had frequent conversations with his parents and support facilitators at school. When necessary, I would call a facilitator to the classroom to help him calm down. Sometimes, it was also beneficial to call the parent during class or rehearsal. This student was talented as a theatre student and eager to participate all the time. He struggled with sharing the stage and attention of the class with others. We worked on practicing good audience etiquette when it wasn't his turn on stage. There were many times when he wanted to shift the assignment from what was given to whatever particular pop culture item was his latest favorite. We would often talk together to choose when we could replace the assignment with an alternative, and when he needed to follow the assignment expectations as given. He participated successfully in both class and extra-curricular theatre projects over all three years, even holding the leading role for his 8th grade class musical. He also traveled with us to local and overnight festival trips. His parents traveled with us on those occasions as chaperones to help with his comfort level and to be with us in case extra assistance was needed. The school's support facilitators were also on board to travel with us as needed, as well as to make frequent stop ins to class and rehearsal to ensure he was on track and had all the support he needed. He has now moved on to high school and will be starting as a sophomore in the fall and I'm happy to report he has kept in touch and is doing well.
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Joseph Kemper Posts: 2
8/24/2021
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I think it is most important to not make assumptions. When showing a YouTube clip, turn on Closed Captioning. Read aloud. Use volunteers to read, rather than calling on someone, or, worse, doing that horrible thing teachers used to do in which the students call on the next reader. Allow for written as well as oral responses to peer work, and give the student a choice of response. Allowing a student to use a technology or device to take notes. Be flexible. When a student asks to listen to music quietly in the corner for ten minutes to clear their head or help them focus, let them.
edited by Joseph Kemper on 8/24/2021
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Maria Campbell Posts: 3
9/17/2021
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I have worked with students with Down Syndrome in my life and I know that they are excited when they can dance, sing, act, and express themselves in the classroom. I have always encouraged them to be themselves and have a positive attitude about who they are, they love this and enjoy my classes. I have seen their disabilities affect them in ways that they have no control over, such as other kids looking at them weird or making fun of them, but That is why I think it is so important to help them love themselves
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Maria Campbell
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Kristin Voit Posts: 3
10/12/2021
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I teach a theatre student with processing and intellectual disabilities. She takes much longer than other students to complete written work, so I have shortened written assignments and offered alternative assignments that demonstrate the skills in other ways besides written work and tests. I have had success with using improvisation activities and shortened assignments and assessments, including fewer lines to memorize. I also have used alternative assignments based on her interests that have ver very successful. I pair her with other students who are great supports and encouragement. She is blossoming and becoming more social and confident!
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Sarah LeBeau Posts: 3
10/30/2021
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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 have a student that is low vision and I have had to adapt by printing large print scripts, worksheets, etc. It affected their learning because I would sometimes write notes on the PowerPoint presentation, and I would give her a written copy (large print). I believe by not writing out the notes herself, it affected her ability to retain the information that we were studying.
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Margaret Peacock Posts: 3
11/4/2021
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I had a high school student who was fully wheelchair bound and he LOVED theatre. I will call him "Joe" to respond more personally. Joe was enthusiastic and did not have a shy bone in his body. I have no doubt that his "extravert" personality contributed a lot to his success in theatre class, and his success in school in general. Our theatre classes are very physical and very active and Joe participated in every activity we had in class. We always start class with a physical and vocal warm-up, and in my planning notes, I always had an accomodation ready for Joe's participation, depending on the warm-up we were using that day. If I could not figure out an accomodation for a warm-up, I did not use it for this particular class. During warm-ups, Joe had help from me, and he had a regular group of students who "manned" his wheelchair if he needed help with mobility. I also set up a script holding system so that when Joe was rehearsing scenes, he could attach his script to his wheelchair, and use his hands to move and gesture as needed. I also had his acting partners seated, when appropriate, so that Joe and his partner(s) had direct eye contact in order to enhance the emotional aspects of a scene. We made sure our theatre room had access space for Joe's wheelchair so that he could (with the help of a backstage person) navigate successful entrances and exits through the drapes. I tried my best to get Joe to audition for our yearly musical, but he was unable to arrange after school transportation with his family. He would have been an awesome addition to our show.
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Dearing Thoburn Posts: 1
11/29/2021
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I have a student that is being evaluated for autism. He is usually upbeat and participates willingly in whatever exercise we are doing. He is knowledgeable about our subject (acting) and enjoys class. He has been respectful of me and my teaching and is keen in his insight of peers critiques. He is not overly positive about other students work spontaneously, but when prompted is complementary. My real concern is peer-to-peer interaction. When dismissed (for ideas) he tends to be irritable, shutting down the creative process. His language and treatment of peers in his group lacks understanding. At times his ideas don't follow the specific instructions laid out. His ideas might be dramatic - but they doesn't fall into the rubric. At the end of projects/scenes, he will interrupt his critique and "explain" what he did instead of taking it in and processing it. He is not rude, just adamant.
I have taken steps to have a "cool down" area for him should he need it. The groups I place him in are students that are more emotionally mature and more apt to navigate issues that arise. Finally - in critiques, I have instituted a rule that once I am finished speaking, the students can respond. If need be, the student and I can have some time on our own to discuss. I always provide encouragement and repeat instructions as well. With the addition of outside and parental interventions, I am excited to see his emotional growth - He has a lot to offer.
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Jody Dragon Posts: 5
11/30/2021
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I have a 4th grade student with learning disabilities and fine motor skill deficits. He has difficulty processing information, following directions and staying on task. I use proximity when I am giving directions and cuing to keep his attention. I usually repeat the directions in easier to understand terms and answer any questions he has. I stand close to his table and prompt him to stay on task and praise his efforts as he progresses. When he gets confused or seems lost I work with him one on one, often modelling and showing examples. On occasion I will work with him hand over hand to accomplish something challenging.
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Kea McElfresh Posts: 3
1/28/2022
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I have an autistic student that has other disabilities. She has been my student for the past three years. She has a habit of going through spurts of energy where she runs around the class mixed with other moments of inability to participate. I think it's been incredible that we've been together this long because I have really been able to understand her mannerisms and habits and work with them. When she is able to work, we work. She is always happy to help and has received many accolades from our school and community about her participation in roles she's performed and technical theatre abilities. In our last show, she became overstimulated and began to cry. The show was only ten minutes from going on. Her fellow cast and crewmates sprang into action and created a space for her to collect herself and start the show. Sometimes we have to help classmates help each other. It was a beautiful moment I will never forget.
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Davis Joyner Posts: 3
1/29/2022
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I had a student with selective mutism and the class was working on play. Since she would not speak any lines, partnered her up with another student. As a pair they performed one role together. She focused on the physical actions/dances and they other student did the lines/songs.
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Wayne Steadman Posts: 3
2/6/2022
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I had a student who was deaf/hard of hearing resulting in speech impairment. She had Cochlear Implants and although she would wear them often, she didn't like to and would often remove the outside device. We also had a classroom mic system specifically for hard of hearing students but she hated that also. She had very supportive parents and on our initial conference they informed me that she could read lips. My strategy moving forward would be to place her in the front of the class and always face her so she could read my lips when we had class instruction. In our theatre shop instruction, I did the same thing using one on one close proximity instruction. She was also good at positioning herself to see my lips and had no qualms about moving me so she could see my face. This student also had severe visual impairment which was corrected somewhat with glasses. I had her in class from 6th through 8th grade. She attended speech therapy sessions and I worked closely with her therapist to understand her speech. After the first quarter I began to understand her in conversation. She loved to read and was very quiet the first year but was totally engaged with learning theatre. Her disability was never a disability to her. Her advantage over her disabilities was her extreme intelligence and persistence. She was a student who never wasted her time and became a brilliant young actress. What I thought might have been a very difficult challenge in teaching became one of my very favorite experiences.
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Peggy Slichter Posts: 2
3/21/2022
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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. Share your response in the threaded discussion.
In the past, I had a sophomore student who had an Emotional/Behavior disability. She was a very personable young lady who had many friends and was well liked by her teachers. However, when she became frustrated with some of her assignments, her behavior would escalate from 1 to 10 within seconds to the point where security had to be called, and she had to be escorted out of the classroom. I had suggested that a Behavior Intervention Plan be written and carefully followed on a daily basis. In order to do that, an IEP update/meeting had to occur. This was accomplished. Because I was very aware of her behavior pattern during classroom assignments, specifically in her ELA class, I suggested that we tried close proximity, constant positive feedback and a breakdown of steps for her assignments, to be included in her BIP. This plan was included, executed and monitored on a daily basis. There was a show of improvement and a decline of behavior outbursts during lessons and assignments. Her productivity in the classroom greatly improved, allowing her not to miss out on classroom time.
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Brandie King Posts: 4
3/25/2022
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- My Most extream experience was several years ago. I had a kindergarten student who came to us with unidentified disabilities. Suspected ASD. He had not been in preschool. His vocabulary was limited, he had difficulty remaining focused and seemed in his own word oblivious of his environment or purpose of the classroom setting. While I was teaching, he would wonder, turn the water faucet on and off repeatedly and climb on furniture, which became dangerous! At first the other children were distracted by his behavior. We worked with the class to be accepting of his challenges and soon they learned to focus on the lessons instead of him. I would attempt to redirect him to join us, but it was a struggle. Most of the time I was just making sure he did not hurt himself. Within the first two weeks of school the process began to identify his disabilities and create the pathways to help him. There were manipulatives to engage him. Smaller hands-on tasks. The process was lengthy. In the end, a school specializing in his specific needs was available and his family enrolled him after the first semester.
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William Albritton Posts: 3
4/6/2022
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I taught a deaf student in a film class. He had an interpreter. However, not all video resources had captions so I worked with the interpreter to find alternative videos to share with the whole class, and paused and checked in for comprehension of material.
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Jeff Grove Posts: 5
5/6/2022
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I taught a freshman in a high-school Theatre 1 class who had just moved to the U.S. from China specifically for treatment of cancer. His treatment affected him physically in a number of ways. Chemotherapy had made most of his hair fall out, and he was sensitive enough about his appearance that he wore a baseball cap to cover his head. Our district's dress code prohibits students from wearing hats or head coverings indoors except for religious observance, but I never enforced this with him. That may not seem directly related to instruction, but his comfort level with his own appearance - especially in a theatre class, where he would be expected to perform in front of the class - actually related to his ability to meet course standards. His treatment was also physically debilitating, so each time he went in for chemotherapy and returned to class, he had impaired motor control for several days afterward. I usually tried to postpone his performances beyond those days, allowing him time to regain more normal control over his movement, but when course pacing wouldn't allow that, I adjusted my grading standards for the physical aspects of his performances, taking into account what he was able to do in his specific circumstances. To my mind, this did not involve holding him to a lower standard than other students; instead, I expected him to challenge himself to perform as well as he could in the face of his physical condition, rather than having him sit out those assignments completely. This student had language issues, as well, being an English-language learner who was new to the U.S., and I did work with him in that area - and even advocated for him to our administration when I heard that some other teachers were not being as helpful in this matter - but I won't go into the details of that in this forum, since his language issues did not derive from any type of disability.
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Jeff Grove Posts: 5
5/6/2022
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Kea McElfresh wrote:
I have an autistic student that has other disabilities. She has been my student for the past three years. She has a habit of going through spurts of energy where she runs around the class mixed with other moments of inability to participate. I think it's been incredible that we've been together this long because I have really been able to understand her mannerisms and habits and work with them. When she is able to work, we work. She is always happy to help and has received many accolades from our school and community about her participation in roles she's performed and technical theatre abilities. In our last show, she became overstimulated and began to cry. The show was only ten minutes from going on. Her fellow cast and crewmates sprang into action and created a space for her to collect herself and start the show. Sometimes we have to help classmates help each other. It was a beautiful moment I will never forget.
I particularly like that you keep using the word "we" here - not just "I." You see the theatre as a family, and the other students in the class as a resource, so that in serving a particular student who had an issue on a particular occasion, you drew on that resource to assist, rather than trying to impose a solution by yourself. In a way, that ties directly into state course standards involving ensemble performance. It certainly seemed to have helped this student to overcome a momentary challenge resulting from a disability and to perform up to standard.
edited by Jeff Grove on 5/6/2022
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